Edexcel a level english language question p aper 2 june 2023+ mark scheme

Mark Scheme (Results) Summer 2023 Pearson Edexcel GCE In English Language (9EN0) Paper 2: Child LanguageEdexcel 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 or . Alternatively, you can get in touch with us using the details on our contact us page at 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 candidates at: Summer 2023 Question Paper Log Number P72843 Publications Code 9EN0_02_2306_MS All the material in this publication is copyright © Pearson Education Ltd 2023General 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. • 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.Specific Marking Guidance The marking grids have been designed to assess student work holistically. The grids identify which Assessment Objective is being targeted by each bullet point within the level descriptors. One bullet point is linked to one Assessment Objective, however please note that the number of bullet points in the level descriptor does not directly correlate to the number of marks in the level descriptor. When deciding how to reward an answer, examiners should consult both the indicative content and the associated marking grid(s). When using a levelsbased 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 each of the Assessment Objectives 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 • examiners of Advanced GCE English should remember that all Assessment Objectives within a level are equally weighted. They must consider this when making their judgements • the mark grid identifies which Assessment Objective is being targeted by each bullet point within the level descriptors • indicative content is exactly that – they are 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 fulfils the requirements of the question. It is the examiner’s responsibility to apply their professional judgement to the candidate’s response in determining if the answer fulfils the requirements of the question.Paper 2 Mark scheme Indicative content Question 1 The focus should be on the ways in which the child uses language to meet the purposes of the texts: instructions, description, factual recall, narrative. Reference to the child’s specific language features should be used to explore and analyse these. As the texts were produced in the classroom the child was probably aware that the primary audience was the teacher. The analysis should be supported with examples from the data using an appropriate range of language levels and frameworks. The candidate should not use a deficit model to describe the language of the child. Candidates should make reference to theories associated with child language development and how the language in the data supports such theories or challenges them. Theories discussed could include reference to specialist written language theories and candidates may also adapt theories more commonly applied to spoken language. Graphology Text A-D: • use of full stops • letter formation is largely standard with some inverted letters and symbols • inconsistency with size/use of capitals. Orthography Text A: • standard spelling of majority of function words – probably because these are common in environment, e.g. ‘the’ and ‘for’ • evidence of sounding out strategy on some words resulting in non-standard forms, e.g. ‘wat’ (wait) and ‘lif’ (life) • evidence of child experimenting with spelling by following the patterns established by other words, e.g. ‘for’ and ‘yor’. Text B: • standard spelling of majority of function words • evidence of learned/copied spelling, e.g. ‘vegetables’, ‘flower’ • shows consistency in use of ee to represent /i:/, e.g. ‘spotee’, may indicate that she has seen this pattern in other words. This is also seen with ‘bloo’ (blue) and ‘hoovs’ (hooves) for the /u:/ phoneme • variable representation of /k/ sound in ‘pik’ (pick) ‘sparklee’ and ‘