GCSE (9-1) English Language - Ealing Independent College
GCSE (9-1)EnglishLanguageSpecificationPearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language (1EN0)First teaching from September 2015First certification from June 2017Issue 3
Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largestawarding body offering academic and vocational qualifications that are globallyrecognised and benchmarked. For further information, please visit our qualificationswebsite at qualifications.pearson.com. Alternatively, you can get in touch with ususing the details on our contact us page at qualifications.pearson.com/contactusAbout PearsonPearson is the world's leading learning company, with 35,000 employees in morethan 70 countries working to help people of all ages to make measurable progressin their lives through learning. We put the learner at the centre of everything wedo, because wherever learning flourishes, so do people. Find out more about howwe can help you and your learners at qualifications.pearson.comReferences to third party material made in this specification are made in good faith.Pearson does not endorse, approve or accept responsibility for the content ofmaterials, 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 specification is correct at time of publication.Original origami artwork: Mark BolithoOrigami photography: Pearson Education Ltd/Naki KouyioumtzisISBN 978 1 446 96309 8All 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 specificationIssue 3 changesSummary of changes made between previous issue and this currentissuePagenumberThese Component 2 changes will be introduced to the June 2019 examination and onwards.Component 2: Qualification at a glance tableThe assessment time has increased from 2 hours to 2 hours and 5 minutes.2The Assessment Objectives and weightings table has been updated to reflectthe changes in Component 2.Questions 2 and 5 will now assess AO1 and not AO2. This represents a moveof 3 marks to AO1. The percentage total for AO1 and AO2 have been updatedto reflect this change.Component 2: Assessment summary tablesThe assessment time has increased from 2 hours to 2 hours and 5 minutes.The Breakdown of Assessment Objectives table has been updated to reflectthe changes in Component 2.Three marks from Questions 2 and 5 have moved from AO2 to AO1. The totalrows have been updated to reflect this change.3 and 191820If you need further information on these changes or what they mean, contact us via ourwebsite at: tml.
From Pearson’s Expert Panel for World Class QualificationsMay 2014The reform of the qualifications system in England is a profoundly important“changeto the education system. Teachers need to know that the new qualificationswill assist them in helping their learners make progress in their lives.When these changes were first proposed we were approached by Pearson to join an‘Expert Panel’ that would advise them on the development of the new qualifications.We were chosen, either because of our expertise in the UK education system, orbecause of our experience in reforming qualifications in other systems around theworld as diverse as Singapore, Hong Kong, Australia and a number of countriesacross Europe.We have guided Pearson through what we judge to be a rigorous qualificationdevelopment process that has included: extensive international comparability of subject content against the highestperforming jurisdictions in the world benchmarking assessments against UK and overseas providers to ensure thatthey are at the right level of demand establishing External Subject Advisory Groups, drawing on independentsubject-specific expertise to challenge and validate our qualifications subjecting the final qualifications to scrutiny against the DfE content and Ofqualaccreditation criteria in advance of submission.Importantly, we have worked to ensure that the content and learning is futureoriented. The design has been guided by what is called an ‘Efficacy Framework’,meaning learner outcomes have been at the heart of this development throughout.We understand that ultimately it is excellent teaching that is the key factor to alearner’s success in education. As a result of our work as a panel we are confidentthat we have supported the development of qualifications that are outstanding fortheir coherence, thoroughness and attention to detail and can be regarded asrepresenting world-class best practice.”Sir Michael Barber (Chair)Professor Lee Sing KongChief Education Advisor, Pearson plcDirector, National Institute ofEducation, SingaporeBahram BekhradniaProfessor Jonathan OsbornePresident, Higher Education Policy InstituteStanford UniversityDame Sally CoatesProfessor Dr Ursula RenoldPrincipal, Burlington Danes AcademyFederal Institute of Technology,SwitzerlandProfessor Robin ConinghamProfessor Bob SchwartzPro-Vice Chancellor, University of DurhamHarvard Graduate School of EducationDr Peter HillFormer Chief Executive ACARAAll titles correct as at May 2014
IntroductionThe Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English Language is designedfor use in schools and colleges. It is part of a suite of GCSE qualifications offered byPearson.Purpose of the specificationThis specification sets out: the objectives of the qualification any other qualification(s) that students must have completed before taking thequalification any prior knowledge and skills that students are required to have before takingthe qualification any other requirements that students must have satisfied before they will beassessed or before the qualification will be awarded the knowledge and understanding that will be assessed as part of thequalification the method of assessment and any associated requirements relating to it the criteria against which students’ level of attainment will be measured (suchas assessment criteria).
RationaleThe Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English Language meets thefollowing purposes, which fulfil those defined by the Office of Qualifications andExaminations Regulation (Ofqual) for GCSE qualifications in their GCSE (9–1)Qualification Level Conditions and Requirements document, published in April 2014.The purposes of this qualification are to: provide evidence of students’ achievements against demanding and fulfillingcontent, giving students the confidence that the literacy skills, knowledge andunderstanding that they will have acquired during the course of their study arecomparable to those of the highest performing jurisdictions in the world provide a strong foundation for further academic and vocational study and foremployment, to help students progress to a full range of courses in further andhigher education. This includes Level 3 English courses, as well as Level 3courses in other disciplines such as drama and theatre studies provide (if required) a basis for schools and colleges to be held accountable forthe performance of all of their students.Qualification aims and objectivesThe aims and objectives of the Pearson Edexcel Level 1/Level 2 GCSE (9–1) inEnglish Language are to enable students to: read a wide range of texts fluently and with good understanding read critically and use knowledge gained from wide reading to inform andimprove their own writing write effectively and coherently using Standard English appropriately use grammar correctly, punctuate and spell accurately acquire and apply a wide vocabulary alongside knowledge and understanding ofgrammatical terminology, and linguistic conventions for reading, writing andspoken language listen to and understand spoken language, and use spoken Standard Englisheffectively. Spoken language will be reported as a separate grade on thestudent’s certificate.
The context for the development of this qualificationAll our qualifications are designed to meet our World Class Qualification Principles[1]and our ambition to put the student at the heart of everything we do.We have developed and designed this qualification by: reviewing other curricula and qualifications to ensure that it is comparable withthose taken in high-performing jurisdictions overseas consulting with key stakeholders on content and assessment, including learnedbodies, subject associations, higher-education academics, teachers andemployers to ensure this qualification is suitable for a UK context reviewing the legacy qualification and building on its positive attributes.This qualification has also been developed to meet criteria stipulated by Ofqual intheir documents GCSE (9–1) Qualification Level Conditions and Requirements andGCSE Subject Level Conditions and Requirements for GCSE in English Language,published in April 2014.[1]Pearson’s World Class Qualification Principles ensure that our qualifications are: demanding, through internationally benchmarked standards, encouraging deep learning andmeasuring higher-order skills rigorous, through setting and maintaining standards over time, developing reliable and validassessment tasks and processes, and generating confidence in end users of the knowledge, skillsand competencies of certified students inclusive, through conceptualising learning as continuous, recognising that students develop atdifferent rates and have different learning needs, and focusing on progression empowering, through promoting the development of transferable skills, see Appendix 1.
ContentsQualification at a glanceAssessment Objectives and weightingsKnowledge, skills and understanding135Component 1: Fiction and Imaginative Writing5Component 2: Non-fiction and Transactional Writing7Spoken Language Endorsement9Malpractice14Further information15Assessment17Assessment summary tables17Assessment Objectives and weightings19Breakdown of Assessment Objectives20Entry and assessment information21Student entry21November resits21Forbidden combinations and discount code21Access arrangements, reasonable adjustments and specialconsideration22Equality Act 2010 and Pearson equality policy23Awarding and reporting24Language of assessment24Other information25Student recruitment25Prior learning and other requirements25Progression from GCSE25Appendix 1: Transferable skills29Appendix 2: Codes31Appendix 3: Spoken Language Endorsement:Assessment record sheet33Appendix 4: Spoken Language Endorsement: Head ofCentre Declaration35
Qualification at a glanceThe Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English Language is a linearcourse. It consists of two externally examined components and one endorsementfor Spoken Language.Students must complete all assessment in the same series.Component 1: Fiction and Imaginative Writing*Paper code: 1EN0/01 Externally assessed Availability: May/June and November** First assessment: May/June 201740% of thetotal GCSEOverview of content Study selections from a range of prose fiction. Develop skills to analyse and evaluate 19th-century fiction extracts. Develop imaginative writing skills to engage the reader. Use spelling, punctuation and grammar accurately.Overview of assessment Section A – Reading: questions on an unseen 19th-century fiction extract. Section B – Writing: a choice of two writing tasks. The tasks are linked by atheme to the reading extract. The total number of marks available is 64. Assessment duration 1 hour and 45 minutes.The sample assessment materials can be found in the Pearson EdexcelLevel 1/Level 2 GCSE (9–1) in English Language Sample Assessment Materialsdocument.*See Appendix 2: Codes for a description of this code and all other codes relevantto this qualification.**See Entry and assessment information for details of restrictions on Novemberentry.Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 20181
Component 2: Non-fiction and Transactional Writing*Paper code: 1EN0/02 Externally assessed Availability: May/June and November** First assessment: May/June 201760% of thetotal GCSEOverview of content Study a range of 20th- and 21st-century non-fiction texts (including literarynon-fiction). Develop skills to analyse, evaluate and compare non-fiction extracts. Develop transactional writing skills for a variety of forms, purposes andaudiences. Use spelling, punctuation and grammar accurately.Overview of assessment Section A – Reading: questions on two thematically linked, unseen non-fictionextracts. Section B – Writing: a choice of two writing tasks. The tasks are linked by atheme to the reading extracts. The total number of marks available is 96. Assessment duration: 2 hours and 5 minutes.Spoken Language Endorsement Internally assessed under controlled conditions Availability: May/June and November** First assessment: May/June 2017*Paper code 1EN0/030% of thetotal GCSEOverview of content Developing spoken language skills.Overview of assessment The component is internally assessed under controlled conditions, andexternally monitored by Pearson. Candidates must undertake a prepared spoken presentation on a specific topicin a formal setting, listen and respond to questions and feedback, and usespoken English effectively. There are no marks for the Spoken Language endorsement. Students areawarded a grade (Pass, Merit or Distinction).The sample assessment materials can be found in the Pearson EdexcelLevel 1/Level 2 GCSE (9–1) in English Language Sample Assessment Materialsdocument.*See Appendix 2: Codes for a description of this code and all other codes relevantto this qualification.**See Entry and assessment information for details of restrictions on Novemberentry.2Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 2018
Assessment Objectives and weightings% inGCSEStudents must:AO1 SPOKENLANGUAGEWRITINGREADING AO2Identify and interpret explicit and implicitinformation and ideas9.4Select and synthesise evidence from different textsExplain, comment on and analyse how writers uselanguage and structure to achieve effects and influencereaders, using relevant subject terminology to supporttheir views13.1AO3Compare writers’ ideas and perspectives, as well as howthese are conveyed, across two or more texts8.8AO4Evaluate texts critically and support this withappropriate textual referencesAO5 Communicate clearly, effectively and imaginatively,selecting and adapting tone, style and register fordifferent forms, purposes and audiences Organise information and ideas, using structural andgrammatical features to support coherence andcohesion of texts18.830AO6Candidates must use a range of vocabulary andsentence structures for clarity, purpose and effect, withaccurate spelling and punctuation20*AO7Demonstrate presentation skills in a formal settingn/a*AO8Listen and respond appropriately to spoken language,including to questions and feedback to presentationsn/a*AO9Use spoken Standard English effectively in speeches andpresentationsn/aTotal100%*These Assessment Objectives are for the Spoken Language Endorsement, whichwill be reported as a separate grade on the awarding body certificate.NB: some figures have been rounded up or down.Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 20183
4Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 2018
Knowledge, skills and understandingComponent 1: Fiction and Imaginative WritingOverviewThe focus of this component is: Section A – Reading: study and analyse selections from a range of prosefiction. Section B – Imaginative writing: explore and develop imaginative writingskills.The learning outcomes below are drawn from the GCSE Subject Level Conditionsand Requirements for English Language, published April 2014.Learningoutcomes1.1ReadingStudents will:1.1.1read and understand a range of prose fiction, including unseentexts1.1.2critical reading and comprehension: identify and interpretthemes, ideas and information in a range of literature andother high-quality writing; read in different ways for differentpurposes, and evaluate the usefulness, relevance andpresentation of content for these purposes; draw inferencesand justify these with evidence; support a point of view byreferring to evidence within the text; identify bias and misuseof evidence, including distinguishing between statements thatare supported by evidence and those that are not; reflectcritically and evaluatively on text, use the context of the textand draw on knowledge and skills gained from wider reading;recognise the possibility of different responses to a text1.1.3summary: identify the main theme or themes; summariseideas and information from a single text1.1.4evaluation of a writer’s choice of vocabulary, form,grammatical and structural features: explain and illustratehow vocabulary and grammar contribute to effectiveness andimpact, use linguistic and literary terminology accurately to doso and pay attention to detail; analyse and evaluate how formand structure contribute to the effectiveness and impact of atextPearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 20185
Learningoutcomes1.2WritingStudents will:1.2.1produce clear and coherent text: write accurately andeffectively for different purposes and audiences: to describe,narrate, explain, instruct, give and respond to information,and argue; select vocabulary, grammar, form, and structuraland organisational features judiciously to reflect audience,purpose and context; use language imaginatively andcreatively; using information provided by others to write indifferent forms; maintaining a consistent point of view;maintaining coherence and consistency across a text1.2.2write for impact: select, organise and emphasise facts, ideasand key points; cite evidence and quotation effectively andpertinently to support views; create emotional impact; uselanguage creatively, imaginatively and persuasively, includingrhetorical devices (such as rhetorical questions, antithesis,parenthesis).ContentStudents should read selections from a range of high-quality, challenging prosefiction, in preparation for responding to an unseen 19th-century prose fictionextract in the examination. They should be able to read substantial pieces of writing(extended texts) that make significant demands on them in terms of content,structure and the quality of language. Throughout the qualification, students shoulddevelop the skills of inference, analysis and evaluation. Students studying GCSEEnglish Literature should be encouraged to analyse and evaluate the use of Englishlanguage in a full range of their literature texts.The Pearson Edexcel Level 1/Level 2 GCSE (9–1) English Language UnseenPreparation Anthology is a resource that supports teachers by providing examplesof 19th-century prose fiction. Students should read a variety of prose fiction from arange of genres and cultures.Students should use what they have learned about the writer’s craft in their readingof fiction to inspire and influence their own imaginative writing. They shoulddevelop a range of creative writing techniques, and planning and proofreadingskills.6Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 2018
Component 2: Non-fiction and TransactionalWritingOverviewThis focus of this component is: Section A – Reading: study and analyse selections from a range of non-fictiontexts (including literary non-fiction) Section B – Transactional writing: explore and develop transactional writingskills, for example letters, articles, reports.The learning outcomes below are drawn from the GCSE Subject Level Conditionsand Requirements for English Language, published April 2014.Learningoutcomes2.1ReadingStudents will:2.1.1read and understand a range of non-fiction texts, includingwhole texts and unseen texts2.1.2critical reading and comprehension: identify and interpretthemes, ideas and information in a range of literature andother high-quality writing; read in different ways for differentpurposes, and compare and evaluate the usefulness,relevance and presentation of content for these purposes;draw inferences and justify these with evidence; support apoint of view by referring to evidence within the text; identifybias and misuse of evidence, including distinguishing betweenstatements that are supported by evidence and those that arenot; reflect critically and evaluatively on text, use the contextof the text and draw on knowledge and skills gained fromwider reading; recognise the possibility of different responsesto a text2.1.3summary and synthesis: identify the main theme or themes;summarise ideas and information from a single text;synthesise from more than one text2.1.4evaluation of a writer’s choice of vocabulary, form,grammatical and structural features: explain and illustratehow vocabulary and grammar contribute to effectiveness andimpact, use linguistic and literary terminology accurately to doso and pay attention to detail; analyse and evaluate how formand structure contribute to the effectiveness and impact of atext2.1.5compare texts: compare two or more texts critically withrespect to the above.Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 20187
Learningoutcomes2.2WritingStudents will:2.2.1produce clear and coherent text: write accurately andeffectively for different purposes and audiences: to describe,narrate, explain, instruct, give and respond to information,and argue; select vocabulary, grammar, form, and structuraland organisational features judiciously to reflect audience,purpose and context; use language imaginatively andcreatively; using information provided by others to write indifferent forms; maintaining a consistent point of view;maintaining coherence and consistency across a text2.2.2write for impact: select, organise and emphasise facts, ideasand key points; cite evidence and quotation effectively andpertinently to support views; create emotional impact; uselanguage creatively, imaginatively and persuasively, includingrhetorical devices (such as rhetorical questions, antithesis,parenthesis).ContentStudents should read a variety of high-quality, challenging non-fiction and literarynon-fiction, in preparation to respond to unseen 20th- and 21st-century non-fictionin the examination. They should be able to read substantial pieces of writing,including whole and extended texts, that make significant demands in terms ofcontent, structure and the quality of the language. Throughout the qualification,students should develop the skills of interpretation, analysis and evaluation.Text types studied should include a range of non-fiction forms, such as journalism(for example articles and reviews), speeches, journals and reference book extracts.Text types should also include literary non-fiction, such as selections fromautobiography, letters, obituaries and travel writing. These lists are not exhaustive.Texts that are essentially transient, such as instant news feeds and advertisementswill not form part of the assessment.The Pearson Edexcel Level 1/Level 2 GCSE (9–1) English Language UnseenPreparation Anthology is a resource that supports teachers by providing indicativeexamples of different types of non-fiction. Examples are indicative only andstudents should read widely. Students should use what they have learned aboutdifferent text types to feed into their transactional writing. They should beintroduced to, and be given the opportunity to practise, a range of non-fictionwriting techniques and planning and proofreading skills.8Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 2018
Spoken Language EndorsementOverviewThe focus of this component is:Developing spoken language skills.The learning outcomes below are drawn from the GCSE Subject Level Conditionsand Requirements for English Language, published April 2014.Learningoutcomes3.1Students will:3.1.1presenting information and ideas: selecting and organisinginformation and ideas effectively and persuasively for preparedspoken presentations; planning effectively for different purposesand audiences; making presentations and speeches3.1.2responding to spoken language: listening to and respondingappropriately to any questions and feedback3.1.3spoken Standard English: expressing ideas using StandardEnglish whenever and wherever appropriate.SpokenlanguageContentStudents must demonstrate their presentation skills in a formal setting, listen andrespond to questions and feedback, and use spoken English effectively.Presentation:The spoken language presentation may take a variety of forms, including:(a) a speech or talk by a student, followed by questions from the audience or(b) a formal debate or dialogue, such as an interview where the student is able toprepare extended responses to questions or prompts which have been shared inadvance, followed by questions from the audience.In all cases, the presentation should be prepared and last no longer than10 minutes.Audience:Students must give their presentations to an audience, which must always includethe teacher.The size and composition of the audience should be determined by the teacher, indiscussion with the student. However, where the audience is the teacher only, thepresentation and dialogue should be designed in such a way that it could have apotentially wider audience than just one person (e.g. it replicates a televisioninterview).Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 20189
Assessment criteriaStudents should be assessed either live or from recordings.There are no marks for the Spoken Language endorsement. Students should beawarded a grade (Pass, Merit or Distinction) using the assessment criteria below.Students who do not reach the Pass standard, or who do not attempt theassessment, must be recorded as Not Classified. This grade will appear on thestudent’s certificate.In order to achieve a particular grade, a student must meet all of thecriteria for that grade.General criteriaTo be awarded a Pass, Merit or Distinction a Learner must: be audible, and use Spoken Standard English which, for the purposes of the spoken languageassessment, means that a Learner must:obe intelligible, andogenerally use language appropriate to the formal setting of the presentation.PassMeritDistinctionIn addition to the generalcriteria, to be awarded aPass a Learner’sperformance in his or herspoken languageassessment must meet allof the following criteria –In addition to the generalcriteria, to be awarded aMerit a Learner’sperformance in his or herspoken languageassessment must meet allof the following criteria –In addition to the generalcriteria, to be awarded aDistinction a Learner’sperformance in his or herspoken languageassessment must meet allof the following criteria – , expresses challengingideas/information/feelings using a rangeof vocabulary, makes an attempt toorganise and structurehis or herpresentation, organises andstructures his or herpresentation clearlyand appropriately tomeet the needs of theaudience, 10makes an attempt tomeet the needs of theaudience, andlistens toquestions/feedbackand provides anappropriate responsein a straight forwardmanner. achieves the purposeof his or herpresentation, and listens toquestions/feedbackresponding formallyand in some detail. expressessophisticatedideas/information/feelings using asophisticatedrepertoire ofvocabulary, organises andstructures his or herpresentation using aneffective range ofstrategies to engagethe audience, achieves the purposeof his or herpresentation, and listens to questions/feedback, respondsperceptively and ifappropriate elaborateswith further ideas andinformation.Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English LanguageSpecification – Issue 3 – June 2018 Pearson Education Limited 2018
Re-use (carry forward) of Spoken Language gradesA student who is re-taking GCSE English Language (post-16) may re-use a previouscertificated grade for the Spoken Language endorsement, even if it was awarded byanother awarding body.External monitoringEach centre is required to provide audio-visual recordings of the presentations of asample of students. There is no requirement to record the presentations of allstudents.For further information, please see Guidance on making and submitting recordingsfor the spoken language endorsement for GCSE (9-1) English Language (1EN0),which will be available on the jcq website http://www.jcq.org.uk/exams-office.Head of centre declarationHeads of centres are required to complete the declaration in appendix 4 and submitthis at the same time as their students’ recordings.Assessment record sheetAn assessment record sheet (see appendix 3) should be completed for eachstudent. These should be retained unless requested by a monitor.Guidance on making and submitting recordings for the Spoken Languageendorsement for GCSE (9-1) English Language (1EN0)1. Recording of the presentationThe presentation should be saved on DVDs or USBs. Each recording must be savedindividually and not as one long recording of multiple students. The recording mustbe made under controlled conditions 1. It must be a complete, unedited recording ofeach performance. The presentations can be undertaken by students and recordedby the centre at any time during the course. Recordings should then be securelystored until it is time to submit the work to Pea
GCSE (9-1) English Language Specification Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Language (1EN0) First teaching from September 2015 First certification from June 2017 Issue 3. Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK's largest
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