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GCSE (9-1) English Language GCSE (9-1) English Language Sample Assessment Materials Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language (1EN0) First teaching from September 2015 First certifi cation from June 2017 Issue 1 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English Language (1EN0) Sample Assessment Materials First certification 2017 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus About Pearson Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at: www.pearson.com/uk References to third party material made in these sample assessment materials 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 may include textbooks, journals, magazines and other publications and websites.) All information in this document is correct at the time of publication. Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd / Naki Kouyioumtzis ISBN 978 1 446 91434 2 All the material in this publication is copyright © Pearson Education Limited 2014 Contents 1 Introduction 1 2 General marking guidance 3 3 Paper 1: Fiction and Imaginative Writing 5 4 Paper 1 Mark Scheme 19 5 Paper 2: Non-fiction and Transactional Writing 27 6 Paper 2 Mark Scheme 47 Introduction The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English Language is designed for use 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 this qualification and will be used as the benchmark to develop the assessment students will take. Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language 1 Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014 2 Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014 General marking guidance • All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than be penalised for omissions. • Examiners should mark according to the mark scheme – not according to their perception of where the grade boundaries may lie. • All the marks on the mark scheme are designed to be awarded. Examiners should always 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 is not worthy of credit according to the mark scheme. • Where some judgment is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive. • When examiners are in doubt regarding the application of the mark scheme to a candidate’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 an alternative response. Marking guidance – specific • The marking grids have been designed to assess student work holistically. The grids identify the Assessment Objective being targeted by the level descriptors. • When deciding how to reward an answer, examiners should consult both the indicative content and the associated marking grid(s). When using a levels-based mark scheme, the ‘best fit’ approach should be used. • Examiners should first decide which descriptor most closely matches the answer and place it in that level • The mark awarded within the level will be decided based on the quality of the answer and will be modified according to how securely all bullet points are displayed at that level • In cases of uneven performance, the points above will still apply. Candidates will be placed in the level that best describes their answer according to the Assessment Objective described in the level. Marks will be awarded towards the top or bottom of that level depending on how they have evidenced each of the descriptor bullet points • Indicative content is exactly that – it consists of factual points that candidates are likely to use to construct their answer. It is possible for an answer to be constructed without mentioning some or all of these points, as long as they provide alternative responses to the indicative content that fulfill the requirements of the question. It is the examiner’s responsibility to apply their professional judgment to the candidate’s response in determining if the answer fulfills the requirements of the question. Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language 3 Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014 4 Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014 Pearson Edexcel Level 1/Level 2 GCSE (9–1) English Language Paper 1: Fiction and Imaginative Writing Section A: Reading Text Insert Sample assessment materials for first teaching Paper Reference September 2015 1EN0/01 Time: 1 hour 45 minutes Do not return the insert with question paper. Advice • Read the text before answering the questions in Section A of the question paper. Turn over S47439A ©2014 Pearson Education Ltd. *S47439A* 2/2/1/1/1/1 Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language 5 Sample Assessment Materials – Issue 1 – October 2014 © Pearson Education Limited 2014 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 his body under the floorboards. The Tell-Tale Heart: Edgar Allan Poe I then took up three planks from the flooring of the chamber, and deposited all between the 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 had caught all – ha! ha! 5 When I had made an end of these labors, it was four o’clock – still dark as midnight. As the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart, for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbour during the night; suspicion of foul play had been aroused; 10 information had been lodged 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 my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search – search well. I led them, at length, to his chamber. 15 I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim. The officers were satisfied. My manner had convinced them. I was singularly at ease. They 20 sat, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct: it continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness – until, at length, I found that the noise was not within my ears. 25 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 – much such a sound as a watch makes when enveloped in cotton. I gasped for breath – and yet the officers heard it not. I talked more quickly – more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; 30 but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited 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.
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