English Language Specification (Edexcel)

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23 Entries November resits... Access arrangements, reasonable adjustments, special consideration and malpractice Student recruitment and progression. Appendices 29 Appendix 1: Spoken Language Endorsement: Assessment record sheet 31 Appendix 2: Spoken Language Endorsement: Head of Centre Declaration 32 Appendix 3: Codes 33 .2 3 4 .7 11 14 .20 23 .24 .24 .27 1 Introduction Why choose Pearson Edexcel GCSE English Language 2.0? We've listened to feedback from the subject community and designed a new, alternative, GCSE English Language qualification that can be taken by students studying English Language as a stand-alone subject. We have consulted English Language teachers in developing this new GCSE, which will equip students with lifelong skills and enable progression to further academic or vocational study and employment (please see progression section for more information). This qualification is about offering a new and different opportunity for students that empowers them and gives them the skills needed for their chosen future pathway. Our promises to benefit teachers and students: ● ● engaging and contemporary fiction texts real-world applicable writing tasks equal weighting of papers and assessment time assessment of evaluation exclusively in Paper 1, on non-fiction texts. Clear and coherent structure - our qualification has a straightforward structure and content, assessed through two externally-examined papers. ● ● ● a functional, engaging GCSE suitable for students studying GCSE English Language as a standalone qualification and not with GCSE English Literature Continuous progression - students will read a wide range of texts fluently and with good understanding. They will read critically and use knowledge gained from wider reading to inform and improve their own writing. They will learn to: 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 of grammatical terminology, and linguistic conventions for reading, writing and spoken language ● non-fiction 19th-century texts that are functional with relevant contemporary themes 2 listen to and understand spoken language, and use spoken Standard English effectively. Diversity and inclusion - our qualification is designed to reflect the diversity of the learners taking it. Texts will be chosen with an awareness of diversity, this includes gender, ethnicity and socioeconomic background. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Pearson Education Limited 2022 Supporting you in planning and implementing this qualification Planning Our Getting Started guide gives you an overview of the GCSE qualification to help familiarise you with the content, structure and assessment, and support you in delivering the qualification. We will give you an editable course planner and scheme of work that you can adapt to suit your department. ● Our mapping documents highlight key differences and overlap between this new GCSE and the current 2015 GCSE English Language qualifications. Teaching and learning There will be free teaching and learning support to help you deliver the new qualification, including: Getting Ready to Teach training an anthology of unseen texts you can use in the classroom a six-week unit of work to get you started. Preparing for exams We will also provide a range of resources to help you prepare your students for the assessments, including: additional assessment materials to support formative assessments and mock exams marked exemplars of student work with examiner commentaries. ResultsPlus Results Plus provides the most detailed analysis available of your students' exam performance. It can help you identify the topics and skills where further learning would benefit your students. Get help and support Our subject advisor service, led by Clare Haviland, and our online community will ensure you receive help and guidance from us and that you can share ideas and information with other teachers. You can sign up to receive e-newsletters from Clare Haviland to keep up to date with qualification updates and product and service nev Telephone: 0333 016 4120 Twitter: @PearsonTeach Eng Join us on Facebook: @pearsonedexcelenglish Learn more at qualifications.pearson.com Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 3 Qualification at a glance Content and assessment overview The Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 consists of two externally-examined papers and one endorsement for Spoken Language. Students must complete all assessment in May/June or November* in any single year Paper 1: Non-Fiction Texts 4 Written examination: 1 hour and 55 minutes 50% of the qualification 80 marks Content overview • Study a range of functional 19th-century non-fiction texts. • Develop skills to analyse and evaluate non-fiction extracts. • Develop transactional writing skills for a variety of forms, purposes and audiences. • Use spelling, punctuation and grammar accurately. Assessment overview Section A: Reading Short and open-response questions on two thematically linked, unseen non- fiction extracts. ● (**Paper code: 1EN2/01) Assesses AO1, AO2 and AO4. ● Section B: Writing Choice of two writing tasks that require an extended response from students. Assesses AO5 and AO6. * See the November resits section for restrictions on November entry. **See Appendix 3: Codes for a description of this code and all other codes relevant to this qualification. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 Paper 2: Contemporary Texts Written examination: 1 hour and 55 minutes 50% of the qualification 80 marks Content overview Study a range of 20th- and 21st-century prose fiction and literary non-fiction. Develop skills to analyse and compare 20th- and 21st-century fiction and literary non-fiction extracts. ● ● Develop imaginative writing skills to engage the reader. Use spelling, punctuation and grammar accurately. Assessment overview ● Section A: Reading Short and open-response questions on two thematically linked, unseen fiction and literary non-fiction extracts. Assesses AO1, AO2 and AO3. ● (*Paper code: 1EN2/02) Section B: Writing Choice of two writing tasks that require an extended response from students. Assesses AO5 and AO6. Spoken Language Endorsement Internally assessed under controlled conditions Externally monitored by Pearson Pass, Merit or Distinction Content overview ● Developing spoken language skills. Assessment overview Students must undertake a prepared spoken presentation on a specific topic in a formal setting, listen and respond to questions and feedback, and use spoken English effectively. (*Paper code: 1EN2/03) There are no marks for the Spoken Language Endorsement. Students are awarded a grade (Pass, Merit or Distinction). Assesses AO7, AO8 and AO9. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 *See Appendix 3: Codes for a description of this code and all other codes relevant to this qualification. 5 2 Subject content and assessment information The purposes of this qualification are to: provide evidence of students' achievements against demanding and fulfilling content, giving students confidence in the skills, knowledge and understanding that they will have acquired during the course of their study ● ● Qualification aims and objectives The aims and objectives of this qualification 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 and improve their own writing ● ● ● provide a strong foundation for further academic or vocational study and for employment 6 provide a basis for schools and colleges to be held accountable for the performance of all of their students. 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 of grammatical terminology, and linguistic conventions for reading, writing and spoken language listen to and understand spoken language, and use spoken Standard English effectively. Spoken language will be reported as a separate grade on the student's certificate. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Pearson Education Limited 2022 Paper 1: Non-Fiction Texts Overview The focus of this paper is: Section A: Reading - study and analyse a wide range of functional 19th-century non-fiction, such as newspaper and magazine articles and reviews, instructional texts, speeches, journals and reference book extracts ● Section B: Writing - explore and develop transactional writing skills, in the form of letters, articles, reports, speeches, reviews, formal emails or blogs. Content ● The learning outcomes below are drawn from the Ofqual 'GCSE Subject Level Conditions and Requirements for English Language and Certificate Requirements' document published July 2015 and available on the Ofqual website. Learning outcomes 1.1 Reading Students should: 1.1.1 read and understand a wide range of 19th-century non-fiction texts, including whole texts and unseen texts. 1.1.2 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 evaluate 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, use the context of the text and draw on knowledge and skills gained from wider reading; recognise the possibility of different responses to a text. 1.1.3 summary: identifying the main theme or themes; summarising ideas and information from a single text. 1.1.4 evaluation of a writer's choice of vocabulary, form, grammatical and structural features: 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 effectiveness and impact of a text. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 7 Learning outcomes 1.2 Writing Students should: 1.2.1 produce clear and coherent text: write accurately and effectively for different purposes 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; use language imaginatively and creatively; use information provided by others to write in different forms; maintain a consistent point of view; maintain coherence and consistency across a text. 1.2.2 write for impact: select, organise and emphasise facts, ideas and key points; cite evidence and quotation effectively and pertinently to support views; create emotional impact; use language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis). Students should read a wide variety of high-quality, challenging non-fiction, in preparation to respond to unseen 19th-century non-fiction in the examination. They should be able to read substantial pieces of writing, including 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 reading fluently and with good understanding, interpretation and evaluation. Students should have the opportunity to develop their language analysis skills, including developing their knowledge of subject terminology, to support their close reading of texts. For example, word choice, formal and informal language, tone, the use of dialogue, imagery or metaphor. 8 Text types studied should include a range of non-fiction forms, such as journalism (for example articles and reviews), instructional texts, speeches, journals and reference book extracts. Students should have opportunities to consider how successful transactional texts are in achieving their purposes, including opportunities to consider the writer's views within factual texts and how they use evidence to support such views. These text types also provide opportunities for discussion about Victorian views that are different from contemporary views, for example on gender roles. Texts that are essentially transient in nature will not form part of the assessment - by transient we mean texts that are intended to be temporary such as adverts. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 Students should use what they have learned about different text types to feed into their transactional writing and develop extended response writing skills. They should be introduced to, and be given the opportunity to practise, a range of non-fiction writing techniques planning and proofreading skills. The transactional text types that students will be asked to write are: • blog formal email letter report ● review ● article ● text for a speech section for guide/textbook/leaflet/booklet. The writing tasks may make reference to a digital location for such texts, such as a website. ● The Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Unseen Preparation Anthology is a resource that supports teachers by providing different types of 19th- century non-fiction examples. Examples are indicative only and students should read widely. Assessment information ● First assessment: May/June 2022. The assessment is 1 hour and 55 minutes. The assessment consists of six compulsory questions and one task: 0 in Section A, students answer six questions - three questions on the first unseen text and three questions on the second unseen text. These questions assess AO1, AO2 and AO4 0 in Section B, students respond to one extended writing task (from a choice of two) - this task assesses AO5 and AO6 0 this section will assess spelling, punctuation and grammar and will contribute 20%/16 marks towards the overall weighting/marks for this paper. This is the same weighting as in all other GCSEs in English Language. The assessment is out of 80 marks. Texts chosen for assessment will be selected to ensure they are appropriate for the student audience. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 9 Synoptic assessment Synoptic assessment requires students to work across different parts of a qualification and to show their accumulated knowledge and understanding of a topic or subject area. Synoptic assessment enables students to show their ability to combine their skills, knowledge and understanding with breadth and depth of the subject. This paper assesses synopticity as the skills it assesses - focused on reading and writing - require students to draw on knowledge and understanding from both components. Sample assessment materials A sample paper and mark scheme for this paper can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Sample Assessment Materials (SAMS) document. 10 Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 Paper 2: Contemporary Texts Overview The focus of this paper is: Section A: Reading - study and analyse a wide range of prose fiction and literary non-fiction, such as novels, autobiographies, biographies, memoirs, letters, speeches and travel writing Section B: Writing - explore and develop imaginative writing skills. Content The learning outcomes below are drawn from the Ofqual 'GCSE Subject Level Conditions and Requirements for English Language and Certificate Requirements' document published July 2015 and available on the Ofqual website. ● ● Learning outcomes 1.1 Reading Students should: 1.1.1 read and understand a wide range of 20th- and 21st-century prose fiction and literary non-fiction, including unseen texts. 1.1.2 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 evaluate 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; reflect critically and evaluatively on text; reflect critically and evaluatively on text use the context of the text and draw on knowledge and skills gained from wider reading; recognise the possibility of different responses to a text. 1.1.3 summary and synthesis: identifying the main theme or themes; summarising ideas and information from a single text; synthesising from more than one text. 1.1.4 comparing texts: comparing two or more texts critically with respect to the above. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 11 Learning outcomes 1.2 Writing Students should: 1.2.1 produce clear and coherent text: write accurately and effectively for different purposes 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; use language imaginatively and creatively; use information provided by others to write in different forms; maintain a consistent point of view; maintain coherence and consistency across a text. 1.2.2 write for impact: select, organise and emphasise facts, ideas and key points; cite evidence and quotation effectively and pertinently to support views; create emotional impact; use language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis). Students should read selections from a wide range of high-quality, challenging prose fiction and literary non-fiction, in preparation for responding to unseen 20th- and 21st-century extracts 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. 12 Students should engage with texts where the writer is the narrative voice, for example autobiography, memoir, and those where the writer is not, for example fiction texts. In fiction, students are not expected to analyse the writer's ideas distinctly from the perspectives of the narrator and/or other characters. They only need to consider, for example, how the character (including where this character is an 'I') is presented or to consider the writer's ideas as they are presented in the text. Throughout the qualification, students should develop the skills of reading fluently and with good understanding, inference, analysis and comparison through a range of contemporary fiction and literary non-fiction texts. Knowledge and understanding gained should be firmly rooted in the text (and not representations of the text in other media, such as film or television adaptations). Students should have the opportunity to develop their language and structure analysis skills, including developing their knowledge of subject terminology, to support their close reading of texts. For example: word choice, formal and informal language, tone, the use of dialogue, imagery or metaphor, narrative voice, characterisation, word order, sentence type, and paragraphing. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 Students should use what they have learned about the writer's craft in their reading of fiction to inspire and influence their own imaginative writing. They should develop a range of creative writing techniques and planning and proofreading skills and develop extended response writing skills. The Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Unseen Preparation Anthology is a resource that supports teachers by providing different types of 20th-and 21st-century fiction and literary non-fiction examples. Examples are indicative only and students should read widely. Assessment information ● ● ● ● First assessment: May/June 2022. The assessment is 1 hour and 55 minutes. The assessment consists of six compulsory questions and one task: in Section A, students answer - two questions on the first unseen text, two questions on the second unseen text and then two questions on both unseen texts. These questions assess AO1, AO2 and AO3 O O in Section B, students respond to one extended writing task (from a choice of two) - this task assesses AO5 and AO6 0 this section will assess spelling, punctuation and grammar and will contribute 20%/16 marks towards the overall weighting/marks for this paper. This is the same weighting as in all other GCSEs in English Language. The paper is out of 80 marks. Texts chosen for assessment will be selected to ensure they are appropriate for the student audience. Synoptic assessment Synoptic assessment requires students to work across different parts of a qualification and to show their accumulated knowledge and understanding of a topic or subject area. Synoptic assessment enables students to show their ability to combine their skills, knowledge and understanding with breadth and depth of the subject. This paper assesses synopticity as the skills it assesses - focused on reading and writing - require students to draw on knowledge and understanding from both components. Sample assessment materials A sample paper and mark scheme for this paper can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Sample Assessment Materials (SAMS) document. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 13 Spoken Language Endorsement Overview The focus of this component is on developing spoken language skills. Content The learning outcomes below are drawn from the Ofqual 'GCSE Subject Level Conditions and Requirements for English Language and Certificate Requirements' document published July 2015 and available on the Ofqual website. Learning outcomes 3.1 Spoken language 3.1.1 3.1.2 3.1.3 14 Students will: presenting information 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. responding to spoken language: listening to and responding appropriately to any questions and feedback. 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 is to be completed individually by a student and 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 prepared and last no longer than 10 minutes per student and this includes questions and answers. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 Centres should be mindful of the comparability of presentations they allow students to undertake. They are encouraged to take steps to ensure that all tasks undertaken in their centre are of comparable demand. Audience Students must give their presentations to an audience, which must always include the teacher and we recommend the audience consist of at least two people as this gives greater opportunities for students to demonstrate the necessary knowledge, skills and understanding for this assessment. The composition of the audience must also provide students with opportunities to respond to appropriate questions and feedback. 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 (for example, it replicates a television interview). 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. For more information on grading see the Awarding and Reporting section. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 15 General criteria To be awarded a Pass, Merit or Distinction a student must: be audible, and use spoken Standard English which, for the purposes of the spoken language assessment, means that a Learner must: 0 be intelligible, and o generally use language appropriate to the formal setting of the presentation. ● Pass 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 16 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 straightforward manner. Merit In addition to the general 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 or 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. Distinction In addition to the neral 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/feelings using a sophisticated repertoire of vocabulary, organises and structures his or her 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) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 Re-use (carry forward) of Spoken Language grades A student who is re-taking GCSE English Language (post-16) may re-use a previous result for the Spoken Language Endorsement, even if it was awarded by another awarding body. The result for the Spoken Language Endorsement may be transferred even the overall grade at GCSE achieved is unclassified. External monitoring Each centre is required to provide audio-visual recordings of the presentations of a sample of students, that is representative of the various teaching groups. There is no requirement to record the presentations of all students. For further information, please see the Instructions for conducting non-examination assessments document, which is available on the JCQ website and Pearson's Administrative Support Guide (ASG): Instructions for the Conduct of Spoken Language Endorsement available on our website: qualifications.pearson.com. Head of Centre Declaration Heads of centres are required to complete the declaration in Appendix 2 and submit this at the same time as their students' recordings. Failure by a centre to provide a Head of Centre Declaration may be treated as malpractice or maladministration (see Section 3 Administration and general information section for more information). Assessment record sheet An assessment record sheet (see Appendix 1) should be completed for each student and kept securely by the centre. The assessment record sheets of the students in the sample must be sent to Pearson. Guidance on making and submitting audio-visual recordings for the Spoken Language Endorsement 1. Recording of the presentation The presentation should be saved digitally. Each recording must be saved individually and not as one long recording of multiple students. The recording must be made under controlled conditions¹. 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 visual quality. The centre must ensure that the camera is not obscured, for example by the backs of people's heads. ¹ Please see the JCQ Instructions for conducting non-examination assessments (new GCE & GCSE specifications). Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 17 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 programmes: 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. Recordings should then be securely stored until it is time to submit the sample to Pearson. Once the sample is submitted, a monitor, whose responsibility it will be to ensure that the centre's assessment is in line with the national standard, will review the centre's submission. 2. Preparation of material Presentation recordings You must submit the recording of the presentation/s digitally to Pearson. Each recording file must be created in the following way: create a file for each student. ● ● It is the centre's responsibility to check all performances on a computer before sending to Pearson. You must ensure the quality of the sound and picture of the recordings is sufficient to enable performances to be marked. Before the recordings are sent for review, the teacher should check that: name each file 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 a recording titled, '12345_7890_Smith_J_Merit' Assessment sheets Centres are provided with an assessment record sheet for use in assessing students' performances. One record sheet should be completed for each student. All forms should be retained securely, and the sampled students' sheets must be sent to Pearson. the files submitted play on all computers/operating systems. For instance, if the recording was created on an Apple Mac computer, you must check that they can be opened on a Microsoft Windows computer. Head of Centre declaration The Head of Centre Declaration (see Appendix 2: Spoken Language Endorsement: Head of Centre Declaration) should be submitted at the same time as the sampled students' recordings. ● The form must be named according to the following naming convention: [centre #] [SLE head of centre declaration] 18 Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 ● All materials - recordings of all student presentations and assessment sheets and the Head of Centre Declaration should be stored securely until after the review of marking period. 3. Submission of work All the sampled students' presentation recordings and assessment sheets, and the Head of Centre Declaration, must be submitted digitally. Documents can be submitted in either Word or PDF formats. Recordings of student presentations and assessment sheets should be stored securely until you are required to submit them. Submission checklist: files named as described above recording files checked on Apple/PC (as appropriate) for audio-visual quality backup copies made and stored securely assessment record sheet completed correctly for each student sampled Head of Centre Declaration completed correctly. Submission requirements ● example: centre 12345 would have a declaration titled, '12345_SLE head of centre declaration'. ● ● ● No. of students at centre ++ 30 or fewer Over 30 No. of students whose presentations must be recorded All students 30 The sample should be representative of the teaching groups within the centre. * All students at a grade if the centre has fewer than the stated minimum. Students assessed as Not Classified should not be included. Minimum no. of students at each grade (D, M, P)+ 10++ 10+++ 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 centre 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) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 19 Assessment Objectives Students must: READING WRITING 20 *SPOKEN LANGUAGE A01 AO2 AO3 A04 AO5 AO6 *AO7 *A08 *A09 • Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different texts Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views ● Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts Evaluate texts critically and support this with appropriate textual references Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Demonstrate presentation skills in a formal setting Listen and respond appropriately to spoken language, including to questions and feedback to presentations Use spoken Standard English effectively in speeches and presentations % in GCSE 10 15 10 15 30 20 N/A N/A N/A Total 100% *These Assessment Objectives are for the Spoken Language Endorsement, which will be reported as a separate grade on the awarding body certificate. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Pearson Education Limited 2022 Breakdown of Assessment Objectives Paper Paper 1: Non-fiction Texts Paper 2: Contemporary Texts Total for GCSE A01 5 5 Assessment Objectives (%) AO3 A04 AO5 AO2 5 10 10 10% 15% 10% Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 15 I 15 15 15% 30% AO6* 10 10 20% Total for all Assessment Objectives (%) 50% 50% 100% 21 Breakdown of Assessment Objectives by Component Component Component 1: Non-Fiction Texts Question 1 Question 2 Question 3 Question 4(a) Question 4(b) Question 5 Question 6 Question 7 or 8 Question 1 Question 2 Question 3 Component 2: Contemporary Texts Question 4 Question 5 Question 6 Question 7 or 8 Total marks for this qualification Total % Assessment Objectives for qualification 22 AO1 AO2 4 2 2 1 1 6 16 Assessment Objectives (marks) A04 AO5 10% 8 6 10 24 15% AO3 16 16 10% 6 6 12 24 15% 24 24 48 30% AO6 16 16 32 20% Total 4 6 8 2 2 6 12 40 1 6 1 10 16 40 160 100% Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 3 Administration and general information Entries Details of how to enter students for the examinations for this qualification can be found in our UK Information Manual. A copy is made available to all examinations officers and is available on our website: qualifications.pearson.com Private candidates Private candidates can be entered for this qualification. The centre accepting the entry must be willing to undertake the Spoken Language Endorsement with the private candidate. It is the centre's responsibility to ensure such candidates can complete a presentation and that the centre can mark this work, so the private candidate receives a grade. The centre is also still required to complete the declaration in Appendix 2 to confirm all candidates entered at a centre had the opportunity to undertake the Spoken Language Endorsement. Discount code and performance tables Centres should be aware that students who enter for more than one GCSE, or other Level 2 qualifications with the same discount code, will have only the grade for their 'first entry' counted for the purpose of the school and college performance tables (please see Appendix 3: Codes). For further information about what constitutes 'first entry' and full details of how this policy is applied, please refer to the DfE website: www.gov.uk/government/organisations/department-for-education Students should be advised that if they take two GCSEs with the same discount code, the schools and colleges to which they wish to progress are likely to take the view that this achievement is equivalent to only one GCSE. The same view may be taken if students take two GCSEs or other Level 2 qualifications that have different discount codes, but which have significant overlap of content. Before embarking on their programmes, students (or their advisers) who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes. Please note it is a forbidden combination to make entries for both GCSE (9-1) English Language (1ENO) and GCSE (9-1) English Language 2.0 (1EN2). Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 23 November resits This qualification is available in both summer and November series. Entry to the November series is restricted. Students who take GCSE English Language in a November series must be at least 16 years of age on the preceding 31 August. Please go to our website qualifications.pearson.com for further information. Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central to our work. Our equality policy requires all students to have equal opportunity to access our qualifications and assessments, and our qualifications to be awarded in a way that is fair to every student. We are committed to making sure that: students with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to students who do not share that characteristic all students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Language of assessment Assessment of this qualification will be available in English. All student work must be in English. Access arrangements Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries to: access the assessment show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the particular needs of an individual student with a disability, without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 to make 'reasonable adjustments'. Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement(s) in place for assessment. 24 Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 Reasonable adjustments The Equality Act 2010 requires an awarding organisation to make reasonable adjustments where a person with a disability would be at a substantial disadvantage in undertaking an assessment. The awarding organisation is required to take reasonable steps to overcome that disadvantage. A reasonable adjustment for a particular person may be unique to that individual and therefore might not be in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on a number of factors, including: the needs of the student with the disability the effectiveness of the adjustment the cost of the adjustment; and the likely impact of the adjustment on the student with the disability and other students. ● ● ● An adjustment will not be approved if it involves unreasonable costs to the awarding organisation or affects time frames or the security or integrity of the assessment. This is because the adjustment is not 'reasonable'. Students who have been granted an exemption from taking the Spoken Language Endorsement on grounds of disability will have on their certificates a '(+)' added to the end of the subject description, for example ENGLISH (+), with any endorsement grade already in the system not appearing Special consideration Special consideration is a post-examination adjustment to a student's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment, which has had, or is reasonably likely to have had, a material effect on a candidate's ability to take an assessment or demonstrate their level of attainment in an assessment. Further information Please see our website for further information about how to apply for access arrangements and special consideration. For further information about access arrangements, reasonable adjustments and special consideration, please refer to the JCQ website: www.jcq.org.uk. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 25 Malpractice Candidate malpractice Candidate malpractice refers to any act by a candidate that compromises or seeks to compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. Candidate malpractice in examinations must be reported to Pearson using a JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice). The form should be emailed to [email protected]. Please provide as much information and supporting documentation as possible. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice constitutes staff or centre malpractice. Staff/centre malpractice Staff and centre malpractice includes both deliberate malpractice and maladministration of our qualifications. As with candidate malpractice, staff and centre malpractice is any act that compromises or seeks to compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. Malpractice and/or maladministration also includes a centre that fails to provide a spoken language statement in a timely manner. All cases of suspected staff malpractice and maladministration must be reported immediately, before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as much information as possible should be emailed to [email protected]. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice itself constitutes malpractice. More detailed guidance on malpractice can be found in the latest version of the document General and Vocational Qualifications Suspected Malpractice in Examinations and Assessments Policies and Procedures, available at www.jcq.org.uk/exams- office/malpractice. Awarding and reporting This qualification will be graded, awarded and certificated to comply with the requirements of Ofqual's General Conditions of Recognition. This GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total subject mark where 9 is the highest grade. Individual papers are not graded. Students whose level of achievement is below the minimum judged by 26 Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 Pearson to be of sufficient standard to be recorded on a certificate will receive an unclassified U result. The result of the Spoken Language Endorsement will be reported separately from a student's English Language result, and where a certificate is issued, be recorded as a separate line on the certificate. A pass, merit or distinction result will be recorded on a certificate when a student also achieves a 9-1 grade for the GCSE. Students who do not receive a pass, merit, distinction result for the Spoken Language Endorsement, but achieve a 9-1 grade for GCSE, will be awarded a 'not classified' and this is what will be recorded separately on their certificate. If a student achieves the required standard for the Spoken Language Endorsement but does not achieve a 9-1 grade for GCSE, both results will be issued, but no certificates will be issued. However, the result for the Spoken Language Endorsement may be transferred even if the overall grade at GCSE achieved is unclassified. The first certification opportunity for this qualification will be 2022. Student recruitment and progression Pearson follows the JCQ policy concerning recruitment to our qualifications in that: they must be available to anyone who is capable of reaching the required standard ● ● ● they must be free from barriers that restrict access and progression equal opportunities exist for all students. Prior learning and other requirements There are no prior learning or other requirements for this qualification. Progression Students can progress from this qualification to: Level 3 academic and vocational qualifications in similar disciplines such as English literature, drama, theatre studies, performing arts, media studies and film studies, and to other qualifications that require literacy skills, knowledge and understanding ● English Language at AS and A level and to the study of AS and A level English Language and Literature. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 27 28 Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 Appendices Appendix 1: Spoken Language Endorsement: Assessment record sheet..... Appendix 2: Spoken Language Endorsement: Head of Centre Declaration Appendix 3: Codes Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 31 32 33 29 30 Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 Appendix 1: Spoken Language Endorsement: Assessment record sheet AQA edugas Part of WJEC OCR Oxford Cambridge and RSA GCSE English Spoken Language Endorsement Candidate no and name: Details of task: Assessment criteria Pass criteria Is audible Use spoken Standard English* 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 Listen to questions/feedback and provides an appropriate response in a straightforward manner Merit criteria Distinction criteria Is audible ● Achieves the purpose of his or her presentation Listens to questions/feedback responding formally and, in some detail Recorded: Is audible Uses Spoken Standard English* Expresses challenging ideas/information/feelings using a range of vocabulary Organises and structures his or her presentation clearly and appropriately to meet the needs of the audience P Pearson Edexcel Uses Spoken Standard English* Expresses sophisticated ideas/information/feelings using a sophisticated repertoire of vocabulary Organises and structures his or her presentation using an effective range of strategies to engage the audience Achieves the purpose of his or her presentation Listens to questions/feedback, responds perceptively and if appropriate elaborates with further ideas and information be intelligible, and generally use language appropriate to the formal setting of the presentation. Candidates must fulfil ALL the criteria for a level in order to achieve that level overall. Candidates must also fulfil ALL the criteria for preceding levels, where applicable. Teacher signature: Date: Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 © Pearson Education Limited 2022 P P P P P P |Σ|Σ|Σ|Σ M M M M M M *For the purposes of the spoken language assessment, use of Spoken Standard English means that a learner must: D D D D D 31 Appendix 2: Spoken Language Endorsement: Head of Centre Declaration GCSE English Spoken Language Endorsement GCSE (9-1) English Language 2.0 Head of centre declaration Centre name: Exams series and year (for example, May/June 2022): Name of head of centre (please print in block capitals)*: P Pearson Edexcel Centre number: Declaration: I hereby confirm that reasonable steps have been taken to ensure that all candidates entered for GCSE (9-1) English Language 2.0 have undertaken the Spoken Language Endorsement. Date: I hereby confirm that the sample is representative of the various teaching groups within our centre. Signature of head of centre: 32 *The head of centre is usually the head teacher or principal. Please submit the completed form to Pearson along with the sample student audio-visual recordings. Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 Appendix 3: Codes Type of code Discount codes Regulated Qualifications Framework (RQF) codes Subject codes Paper codes Use of code Every qualification eligible for performance tables is assigned a discount code indicating the subject area to which it belongs. Discount codes are published by DfE. Each qualification title is allocated an Ofqual Regulated Qualifications Framework (RQF) code. The RQF code is known as a Qualification Number (QN). This is the code that features in the DfE Section 96 and on the LARA as being eligible for 16-18 and 19+ funding and is to be used for all qualification funding purposes. The QN will appear on students' final certification documentation. The subject code is used by centres to enter students for a qualification. Centres will need to use the entry codes only when claiming students' qualifications. These codes are provided for reference purposes. Students do not need to be entered for individual papers. codes-and-point-scores DB080221 9781446966709_GCSE 2021_L12_ENG_LANG_2.0_ISS2.DOCX.1-40/0 Code Please see the GOV.UK website* Pearson Edexcel Level 1/Level 2 GCSE (9-1) English Language 2.0 Specification - Issue 2 - June 2022 Ⓒ Pearson Education Limited 2022 The QN for this qualification is: 603/7223/0 * https://www.gov.uk/government/publications/key-stage-4-qualifications-discount- 1 EN2 Paper 1: 1EN2/01 Paper 2: 1EN2/02 33 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. 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All information in this specification is correct at time of publication. ISBN 978 1 446 96670 9 All the material in this publication is copyright © Pearson Education Limited 2022 For information about Pearson Qualifications, including Pearson Edexcel, Pearson BTEC and LCCI qualifications visit qualifications.pearson.com Pearson Edexcel and Pearson BTEC are registered trademarks of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: 80 Strand, London WC2R ORL VAT Reg No GB 278 537121 Cover image Ⓒ Anna Pavlova /Alamy Stock Vector P Pearson Edexcel ISBN 978-1-4469-6670-9 9 781446 966709>