Mark Scheme (Results) Pearson Edexcel GCSE In English Language 2.0 (1EN2) Paper 1: Non-Fiction Texts V1.2 Edexcel and BTEC Qualifications

Document Content and Description Below

Mark Scheme (Results) Pearson Edexcel GCSE In English Language 2.0 (1EN2) Paper 1: Non-Fiction Texts V1.2 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, ... the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: www.pearson.com/uk Summer 2022 Question Paper Log Number 72599 Publications Code 1EN2_01_MS_2206 All the material in this publication is copyright © Pearson Education Ltd 2022 V1.2 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 judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive. However, different examples of responses will be provided at standardisation. • 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 for levels-based mark schemes How to award marks The indicative content provides examples of how students will meet each skill assessed in the question. The levels descriptors and indicative content reflect the relative weighting of each skill within each mark level. Finding the right level The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use the guidance below and their professional judgement to decide which level is most appropriate. Placing a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. Statements relating to the treatment of students who do not fully meet the requirements of the question are also shown in the indicative content section of each levels-based mark scheme. These statements should be considered alongside the levels descriptors. V1.2 Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if there is an even number of marks) and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: ● if it meets the requirements fully, markers should be prepared to award full marks within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level ● if it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level ● the middle marks of the level are used for answers that have a reasonable match to the descriptor. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. When a candidate has produced an answer that displays characteristics from more than one level, examiners must use their professional judgement to decide if they have covered enough of the higher-level descriptors to be awarded marks at the bottom of the mark range in that higher level. If that is not the case, then the higher mark in the lower level can be awarded. Paper 1 Mark scheme The table below shows the number of raw marks allocated for each question in this mark scheme. V1.2 Paper 1 − Mark Scheme The use of slashes is to show alternative responses and the use of brackets is to show possible, but not required or expected, student responses. Section A: Reading Question number Answer Mark 1 AO1 (identify explicit information and ideas) Accept any reasonable discoveries, up to a maximum of 4 marks. Quotations and own words are acceptable. Candidates may identify the following discoveries: ● (penetrating) continents (1) ● (sounding) the deep sea (1) ● (hunting matter down to) molecules (1) ● finding perfume in filth (1) ● finding dyes in dirt (1) ● finding food in refuse (1) ● (the) stethoscope (1) ● the telephone (1) ● the telescope (1) Do not credit any references to the image. (4) V1.2 Question number Answer 2 AO4 (6 marks) Candidates must give three reasons supported by evidence to access Level 3. Do not credit: • any reason/evidence that is not in lines 10–21 • any reference to the writer’s techniques that does not make a judgement on the success of the text • any references to the image. Responses may include: • the text starts positively by suggesting there are lots of scientific discoveries, ‘thick, closely printed volume’, which would interest/persuade the reader to carry on reading to find out what they are • the text is successful as the writer is enthusiastic about the telephone: ‘What the Telephone promises is hardly short of this.’ The use of ‘promises’ successfully persuades readers that the telephone is an exciting invention which offers new possibilities • the writer gives an example of how a telephone is useful, ‘hold a conversation with a son at the Antipodes’. This would interest and persuade readers, who have only previously been able to communicate through letters, that the invention would be beneficial. This might also appeal to readers whose families have emigrated (which was quite common in the 19th century) • the text successfully interests and persuades readers by listing the things you can hear, ‘the very voice’, ‘the familiar laugh’, which would appeal to readers who are missing loved ones • the text successfully interests the reader as its tone is not too scientific and it appeals to the emotions in describing relatives/people who are separated by great distances, ‘the child long separated’, which would persuade readers that the telephone would be useful for them • the use of things you can hear, ‘voice’, ‘breathing’, ‘heart’s throb’, ‘familiar laugh’, interests the reader because these are familiar things you would expect to be able to hear when near to a person and would successfully persuade readers that this invention is something that would interest them • the text is unsuccessful because it says science does not apply to everyone, ‘these are not matters that concern everybody’, and that some discoveries have not made much difference: ‘They do not revolutionise the world.’ • the text is unsuccessful in persuading the reader of the benefits of the telephone because it only identifies one use for the new invention, ‘hold a conversation with a son’, and does not give any other ways that the telephone might improve people’s lives • the text is unsuccessful in persuading readers because it implies that telephones are only useful over great distances, ‘8,000 miles’, which might not be of interest to most people • the text does not explain/present any negative points or problems with the telephone and so presents an unbalanced viewpoint. Accept any other reasonable response [Show More]

Last updated: 2 years ago

Preview 1 out of 18 pages