Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) In English .

PearsonEdexcel Level 1/Level 2GCSE (9 - 1) in EnglishLanguage (1EN0)bjeacio nFirst certification 2017FTatq u alDR AtoOfcMaterialstSuSample Assessment(SAMs)c r e ditImportant: statement from Ofqual about this qualificationThis draft qualification has not yet been accredited by Ofqual. It is published to enableteachers to have early sight of our proposed approach to Pearson Edexcel Level 1/Level 2GCSE (9 - 1) in English Language. Further changes may be required and no assurancecan be given at this time that the proposed qualification will be made available in itscurrent form, or that it will be accredited in time for first teaching in September 2015 andfirst award in 2017.

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 qualification websites atwww.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get intouch with us using the details on our contact us page at www.edexcel.com/contactusAbout PearsonPearson is the world's leading learning company, with 40,000 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: www.pearson.com/ukSubjectio nFTatq u alactoOfDR Ac r e ditReferences to third party material made in this document are made in good faith.Pearson does not endorse, approve or accept responsibility for the content of materials,which may be subject to change, or any opinions expressed therein. (Material mayinclude textbooks, journals, magazines and other publications and websites.)All information in this document is correct at time of publication.ISBN 9781446912058All the material in this publication is copyright Pearson Education Limited 2014

ContentsIntroduction1General marking guidance2Paper 1 – sample assessment test and mark scheme3Paper 2 – sample assessment test and mark scheme25Subjectio nFTatq u alactoOfDR Ac r e dit

Subjectio nFTatq u alactoOfDR Ac r e dit

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 1IntroductionThe Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language is designed foruse in 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.Subjectio nFTatq u alactoOfDR Ac r e dit

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 2General 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 judgement is required, mark schemes will provide the principles bywhich marks will be awarded and exemplification/indicative content will not beexhaustive. 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.Subjectio nFTatq u alactoOfDR Ac r e dit

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Pearson Edexcel Level 1/level 2GCSE (9 - 1)English LanguagePaper 1: Fiction and Imaginative WritingSection A: Reading Text InsertSample assessment materials for first teaching Paper Reference(s)September 20151EN0/01Time: 1 hour 45 minutesAdvicebjectuSRead the text before answering the questions in Section A of the question paper.io nFTatq u alactoOfDR Ac r e ditPage 3

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 4Read 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 his bodyunder 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 – nostain of any kind – no blood-spot whatever. I had been too wary for that. A tub had caughtall – ha! ha!When I had made an end of these labors, it was four o'clock - still dark as midnight. As thebell sounded the hour, there came a knocking at the street door. I went down to open itwith a light heart, for what had I now to fear? There entered three men, who introducedthemselves, with perfect suavity, as officers of the police. A shriek had been heard by aneighbour during the night; suspicion of foul play had been aroused; information had beenlodged at the police office, and they (the officers) had been deputed 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 visitors allover 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 very spotbeneath which reposed the corpse of the victim.Subjectio nq u alFTc r e ditNo 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 – much such asound as a watch makes when enveloped in cotton. I gasped for breath – and yet the officersheard it not. I talked more quickly – more vehemently; but the noise steadily increased. I aroseand argued about trifles, in a high key and with violent gesticulations; but the noise steadilyincreased. Why would they not be gone? I paced the floor to and fro with heavy strides, as ifexcited to fury by the observations of the men – but the noise steadily increased. Oh God!what could I do? I foamed – I raved – I swore! I swung the chair upon which I had been sitting,and grated it upon the boards, but the noise arose over all and continually increased. It grewlouder – louder – louder! And still the men chatted pleasantly, and smiled. Was it possiblethey heard not? Almighty God! – no, no! They heard! – they suspected! – they knew! – theywere making a mockery of my horror! – this I thought, and this I think. But anything was betterthan this agony! Anything was more tolerable than this derision! I could bear those hypocriticalsmiles no longer! I felt that I must scream or die! and now – again! – hark! louder! louder!louder! louder!"Villains!" I shrieked, "dissemble** no more! I admit the deed! – tear up the planks!here, here! – It is the beating of his hideous heart!"scantlings* – the beams in the foundation of a housedissemble** – pretend21520atThe 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 felt myselfgetting pale and wished them gone. My head ached, and I fancied a ringing in my ears: butstill they sat and still chatted. The ringing became more distinct: it continued and becamemore distinct: I talked more freely to get rid of the feeling: but it continued and gaineddefiniteness – until, at length, I found that the noise was not within my ears.ac10toOfDR A525303540

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Subjectio nFTatq u alactoOfDR Ac r e ditPage 5

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 6Subjectio nFTatq u alactoOfDR Ac r e ditAcknowledgment:The Tell-Tale Heart from The Fall of The House of Usher and other Writings, Edgar Allan Poe, 2003, PenguinClassics.(Work is out of copyright.)4

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 7Pearson Edexcel Level 1/Level 2GCSE (9 - 1)English LanguagePaper 1: Fiction and Imaginative WritingSample assessment materials for first teaching Paper Reference(s)September 20151EN0/01Time: 1 hour 45 minutesYou must have: Reading Text InsertInstructionstoOfacFTatDR Aio nAnswer all questions in Section A and ONE in Section B.You should spend about 1 hour on Section A.You should spend about 45 minutes on Section B.q u al Subjectc r e ditInformation The total mark for this paper is 40. Questions labelled with an asterisk (*) are ones where the quality of yourwritten communication will be assessed– you should take particular care on these questions with your spelling,punctuation and grammar, as well as the clarity of expression. The marks available for spelling, punctuation and grammar are clearly indicated.Advice Read each question carefully before you start to answer it.

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 8SECTION A – ReadingRead the text in the Reading Text Insert provided and answer ALL questions.You should spend about 1 hour on this section.Write your answers in the spaces provided.1 From lines 1 to 5, identify the phrase which explains why there is no blood on thefloor.(1)SubjectDR AtoOfq u alFrom lines 12 to 18, give two ways the narrator’s behaviour shows that he is confidenthe will not be caught.FTio n2acatYou may use your own words or quotation from the text.c r e dit1 .2 .(2)2

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 93 In lines 19 to 24, how does the writer use language to show the change in thenarrator’s mood?Support your views with detailed reference to the text.Subject.DR AtoOf.io nacFT(4)atq u al.c r e dit3

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 104 In this extract, the writer attempts to engage the reader through the build up oftension.Evaluate how effectively the writer does this.Support your views with detailed reference to the text.Subject.toOf.DR AFTio nq u al.acat.c r e dit.(8)TOTAL FOR SECTION A 15 MARKS4

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language SAMs – Draft 1 – May 2014Page 11SECTION B – Imaginative WritingAnswer ONE question. You should spend about 45 minutes on this section.Write your answer in the space provided.EITHER*5Write about a time when you, or someone you know, tried to hide something.Your response could be real or imagined.*Your response will be marked for the accurate use of spelling, punctuation andgrammar.Subject*6io nacFTatq u alORtoOfDR A(25)c r e ditLook at the images provided.Write about a frightening experience.Your response could be real or imagined. You may wish to base your response on oneof the images.*Your response will be marked for the accurate use of spelling, punctuation andgrammar.(25)5