Edexcel GCSE English

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Pearson Edexcel Level 1/Level 2
GCSE
(9–1) in Englis

h Language

Specific

ation
– Issue
3 – June
2018 © Pearson Education Limited 2018
7

Component 2: Non

-fiction and Transactional

Writing

Overview

This focu

s of this componen

t is:
●

Section A
– Reading

:
study and analyse selections from a range
of non

-fiction
texts (including literary non

-fiction)

●

Section B
– Transactional
writing

:
explore and develop transactional w

riting
skills

, for example letters, articles,
reports

.
The learning outcomes below are
drawn
from the
GCSE Subject Level Conditions
and Requirements for English Language

, published April 2014.

Learning
outcomes

Students will:

2.1
Reading

2.1.1

read and understand a range of
non

-fiction texts

, inclu

ding

whole texts and
unseen texts

2.1.2

critical reading and comprehension:
identify and interpret
themes, ideas and information in a range of literature and
other high

-quality writing; read in different ways for different
purposes, and
compare and
evalu

at e the usefulness,
relevance and presentation of content for these purposes;
draw inferences and justify these with evidence; support a
point of view by referring to evidence within the text; identify
bias and misuse of evidence, including distinguishing
between
statements that are supported by evidence and those that are
not; reflect critically and evaluatively on text, u

se the
context
of the text and draw
on knowledge and skills gained
from
wider reading; recognise
the possibility of different responses
to a text

2.1.3

summary
and synthesis

:
identify
the m

ain theme or themes;
summarise
ideas and information from a single text

;
synthesise from more than one text

2.1.4

evaluation of a writer’s choice of vocabulary, form,
grammatical and structural featu

res:
explain and illustrate
how vocabulary and grammar contribute to effectiveness and
impact, use linguistic and literary terminology accurately to do
so and pay attention to detail; analyse and evaluate how form
and structure contribute to the effectiven

ess and impact of a
text

2.1.5

compar

e texts:
compare
two or more texts critically with
respect to the above.

Pearson
Edexcel Level 1/Level 2 GCSE (9

–1) in English Language

Specification
– Issue
3 – June
2018 © Pearson Education Limited 2018
8

Learning
outcomes

Students will:

2.2
Writing

2.2.1

produc

e clear and coherent text

:

writ

e accurately and
effectively for different purpose

s and audiences: to describe,
narrate, explain, instruct, give and respond to information,
and argue; select vocabulary, grammar, form, and structural
and organisational features judiciously to reflect audience,
purpose and context; us

e language imaginativ

ely and
creatively; using information provided by others to write in
different forms; maintaining a consistent point of view;
maintaining coherence and consistency across a text

2.2.2

writ

e for impact

: select, organis

e and emphasis

e fac

ts, ideas
and key
points; cit

e evidence and quotation effectively and
pertin

ently to support views; creat

e emotional impact; us

e
language creatively, imaginatively and persuasively, includ

ing

rhetorical devices (such as rhetorical questions, antithesis,
parenthesis).

Cont

ent

Students should read a variety of
high

-quality, challenging
non

-fictio

n and literary
non

-fiction

, in preparation to respond to unseen 20

th- and 21

st-century non-

fiction
in the examination.
They
should be able to read substantial pieces of writing

,
incl

uding whole and extended texts,
that
make significant demands in terms of
content, structure and the quality of the language. Throughout the
qualification

,
students should develop the skills of
interpretation, analysis and evaluation.

Text types studied sh

ould 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 from
autobiography, letters, obituarie

s and travel writing. These lists are not exhaustive.
Texts that are essentially transient, such as instant news feeds and advertisements
will not form part of the assessment.

The Pearson Edexcel Level 1/Level 2 GCSE (9

–1) English Language Unseen
Preparati

on Anthology
is a resource that supports teachers by providing indicative
examples of different types of non

-fiction. Examples are indicative only and
students should read widely. Students should use what they have learned about
different text types to fee

d into their transactional writing. They should be
introduced to, and be given the opportunity to practise, a range of non

-fiction
writing techniques and planning and proofreading skills

.
Pearson Edexcel Level 1/Level 2
GCSE
(9–1) in Englis

h Language

Specific

ation
– Issue
3 – June
2018 © Pearson Education Limited 2018
9

Spoken Language Endorsement

Overview

The focus of this component i

s:
Developing spoken language skills.

The learning outcomes below are drawn from the
GCSE Subject Level Conditions
and Requirements for English Language

, published April 2014.

Learning
outcomes

Students will:

3.1

Spoken
language

3.1.1

presenting informat

ion and ideas

: selecting and organising
information and ideas effectively and persuasively for prepared
spoken presentations; planning effectively for different purposes
and audiences; making presentations and speeches

3.1.2

responding to spoken language

: listening to and responding
appropriately to any questions and feedback

3.1.3

spoken Standard English

: expressing ideas using Standard
English whenever and wherever appropriate.

Content

Students must demonstrate their presentation skills in a formal
setting, listen and
respond 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 to
prepare extended responses to questions or prompts which have been shared in
advance, followed by questions from the audience.
In all cases, the presentation should be pr

ep ared and last no longer than
10 minutes.
Audience:

Students must give their presentations to an audience, which must always include
the teacher.

The size and composition of the audience should be determined by the teacher, in
discussion with the student

. However, where the audience is the teacher only, the
presentation and dialogue should be designed in such a way that it could have a
potentially wider audience than just one person (e.g. it replicates a television
interview).

Pearson
Edexcel Level 1/Level 2 GCSE (9

–1) in English Language

Specification
– Issue
3 – June
2018 © Pearson Education Limited 2018
10

Assessment criteria

Students should be assessed either live or from recordings.
There are no marks for the Spoken Language endorsement. Students should be
awarded a grade (Pass, Merit or Distinction) using
the assessment criteria below.
Students who do not reach the Pass standard,
or who do not attempt the
assessment, must be recorded as Not Classified. This grade will appear on the
student’s certificate.
In order to achieve a particular grade, a student must meet all of the
criteria for that grade.

General criteria

To be awarded
a Pass, Merit or Distinction a Learner must:

•

be audible, and
•

use Spoken Standard English which, for the purposes of the spoken language
assessment, means that a Learner must:

o

be intelligible, and
o

generally use language appropriate to the formal setting
of the presentation.

Pass

Merit

Distinction

In addition to the general
criteria, to be awarded a
Pass a Learner’s
performance in his or her
spoken language
assessment must meet all
of the following criteria
–
●

expresses
straightforward
ideas/information/
feelings,
●

makes an attempt to
organise and structure
his or her
presentation,
●

makes an attempt to
meet the needs of the
audience, and
●

listens to
questions/feedback
and provides an
appropriate response
in a straight forward
manner.

In addition to the ge

neral
criteria, to be awarded a
Merit a Learner’s
performance in his or her
spoken language
assessment must meet all
of the following criteria
–
●

expresses challenging
ideas/information/
feelings using a range
of vocabulary,
●

organises and
structures his o

r her
presentation clearly
and appropriately to
meet the needs of the
audience,
●

achieves the purpose
of his or her
presentation, and
●

listens to
questions/feedback
responding formally
and in some detail.

In addition to the general
criteria, to be awarded
a
Distinction a Learner’s
performance in his or her
spoken language
assessment must meet all
of the following criteria
–
●

expresses
sophisticated
ideas/information/feeli

ngs using a
sophisticated
repertoire of
vocabulary,
●

organises and
structures his or he

r
presentation using an
effective range of
strategies to engage
the audience,
●

achieves the purpose
of his or her
presentation, and

●

listens to questions/

feedback, responds
perceptively and if
appropriate elaborates
with further ideas and
information.

Pearson Edexcel Level 1/Level 2
GCSE
(9–1) in Englis

h Language

Specific

ation
– Issue
3 – June
2018 © Pearson Education Limited 2018
11

Re

-use (carry forward) of Spoken Language grades

A student who is re

-taking GCSE English Language (post

-16) may re

-use a previous
certificated grade for the Spoken Language endorsement, even if it was awarded by
another awarding body.

External monitoring

Eac

h centre is required to provide audio-

visual recordings of the presentations of a
sample of students. There is no requirement to record the presentations of all
students.
For further information, please see
Guidance on making and submitting recordings
for 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 declaration

Heads of centres are required to complete
the
declaration
in appendix 4
and
submit
this at the same time as their students’ recordings.

Assessment record sheet

An assessment
record sheet
(see appendix 3)
should be
completed for each
student. These should be retained
unless requested
by a monitor

.
Guidance on making and
submitting
recordings for the Spoken L

anguage
endorsement for GCSE (9

-1) English Language (1EN0)

1.
Recording of the presentation

The presentation should be
saved
on DVDs or USBs. Each recording must be saved
individually and not as one long recording of multiple stu

dents. The recording must
be made under controlled conditions

1

. It must be a complete, unedited recording of
each performance. The presentations can be undertaken by students and recorded
by the centre at any time during the course. Recordings should then
be securely
stored until it is time to submit the work to Pearson’s monitor, whose responsibility
it will be to ensure that the centre’s assessment is in line with the national
standard.

The camera must be positioned to ensure the best possible sound and v

isual
quality. The centre must ensure that the camera is not obscured, e.g. by the backs
of people’s heads.
In j

oint performances
students should wear name badges in order to
indicate which
student is which. At the start of each performance the candidate
must state their
full name.
There is
a requirement for an audience
of at least one person

, which can
be the teacher,
to be present during the recording. The audience must include the
teacher.
The recording must be readable through one of the following pro

grammes:
Windows Movie Maker, Real Time, VLC or Quicktime. We advise that you save the
recordings in one of the following file types: MPEG, FLV, MOV, WMV or RM.

1
Please see the
JCQ Instructions for conducting non-

examination assessments (new GCE & GCSE
specifications)

.

Pearson
Edexcel Level 1/Level 2 GCSE (9

–1) in English Language

Specification
– Issue
3 – June
2018 © Pearson Education Limited 2018
12

2. Transfer onto DVDs or USBs

You must submit the recording of the presentation/s on DVDs or U

SBs. More than
one piece of work can be submitted on each DVD/USB.

We advise that you create data file DVD/USBs organised in the following way:

●

Create a file for each student. Each file should be named according to the
following naming convention: [centre
#]_[candidate number
#]_[surname]_[first letter of first name]_[grade] Example: Joshua Smith with
candidate number 7890 at centre 12345 would have work in a folder titled,
“12345_7890_Smith_J_Merit”

●

Each folder must contain the recording of the presentatio

n.
●

The DVD/USBs should be clearly labelled with:
- centre number and name,
- ‘GCSE English Language 9

-1 – Spoken Language endorsement
- May 2017’,
- DVD/USB number (if more than one is being provided e.g. 1 of 2).

Centres are reminded that DVD/USBs are n

ot returned, therefore you must make a
copy for your own records and in case discs are damaged or lost within the postal
system. The DVD/USBs must be new and unused.

3. Submission of work to monitors

Recordings of student p

resentations
should be stored sec

urely until you are
instructed to submit them.
Centres are advised that Pearson will not accept any
responsibility for storing work ready for future series or for returning this to
centres.

It is the centre’s responsibility to check all performances on a computer before
sending to the monitor. You must ensure the quality of the sound and picture of the
recordings is sufficient to enable performances to be marked. Before the DVD/USBs
are sent for marking, the teacher should check that:

●

the files submitted pl

ay on all computers/operating systems. For instance, if the
DVD/USB was created on an Apple Mac computer, you must check that the
DVD/USB files can be opened on a Microsoft Windows computer

●

an audio signal has been successfully recorded on the DVD/USB. You
should
ensure that the camera being used has appropriate facilities for adjusting
recorded sound levels

●

a copy has been made of each presentation in case of postal problems.

●

centres are provided with a

n assessment
record sheet for use in assessing
students’ performances. One record sheet should be completed for each
student. These forms should
be retained
unless request

ed by monitors.

The Head of Centre declaration
(see
Appendix 4

) should be submitted at the same
time as the recordings.

Submission checklis

t:
●

files saved to the folder structure described above

●

files checked on Apple/PC (as appropriate) for audio

-visual quality

●

disc/USB submitted with centre name
●

backup copy made and stored securely

●

assessment record sheet completed for each student (to be r

etained by the
centre)

●

Head of Centre declaration completed correctly and included

.

Pearson Edexcel Level 1/Level 2
GCSE
(9–1) in Englis

h Language

Specific

ation
– Issue
3 – June
2018 © Pearson Education Limited 2018
13

Submission requirements will be confirmed following the publication of the JCQ
Instructions for conducting non-

examination assessments (new GCE & GCSE
specifications)

. Prov

isionally, these are expected to be as follows:
No. of students

at centre

No. of students whose
presentations must be
recorded

Minimum no. of
students at each
grade (D, M, P)+

30 or fewer

All students

10

++

Over 30

30
10

+++

+
All students at a grade
if the centre has
fewer than the stated minimum.
Students assessed as Not Classified should not be included.

++
For example, if a centre has 15 D students, 11 M students and 3 P students, all
of these students will be in the sample.

+++
For example:

(a)
if a centre has 21 D students, 14 M students and 3 P students, the sample will
consist of 10 of the D students, 10 of the M students and all of the P students,
with 7 additional students (from D and/or M) to make the overall sample up to
30.

(b) if a centr

e has no D students, 7 M students and 60 P students, the sample will
consist of all of the M students and 23 of the P students.

Pearson
Edexcel Level 1/Level 2 GCSE (9

–1) in English Language

Specification
– Issue
3 – June
2018 © Pearson Education Limited 2018
14

Malpractice

Candidate malpractice

Candidate malpractice refers to any act by a candidate
that

compromises or
seeks to comprom

ise the process of
assessment or
which
undermines the integrity of the
qualifications or the validity of results/certificates.

Candidate malpractice in controlled assessments discovered
before the candidate has signed the declaration of
authentication form
does not need to be reported to
Pearson

.
Candidate malpractice found in controlled assessments after
the declaration of authenticity has been signed

, and in
examinations

must

be reported to
Pearson
on a
JCQ M1 Form
(available at
www.jcq.org.uk/exams

-

office/malpractice

). The completed form
can be emailed to

pqsmalpractice@pearson.com
or posted to
Investigations
Team, Pearson, 190 High Holborn, London, WC1V 7BH.
Please provide as much information and supporting
documentation as possible.
Note that the final decision
regarding
appropriate sanctions lies with Pearson.

Failure to report
candidate
malpractice constitutes staff or
centre ma

lpractice.
Staff/

centre
malpractice

Staff and centre malpractice includes both deliberate
malpractice and maladministration of our qualificatio