Mark Scheme (Results)
Summer 2016
Pearson Edexcel International Lower
Secondary Curriculum in English Year 9
(LEH01)
Paper 01
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Summer 2016
Publications Code LEH01_01_1606_MS
All the material in this publication is copyright
© Pearson Education Ltd 2016
General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark
the first candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than penalised
for omissions.
• Examiners should mark according to the mark scheme not according to
their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
• 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 may be
limited.
• When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced
it with an alternative response.
SECTION A
Question Answer Mark
Number
1 Award 1 mark for:
1
• Before thinking about
Do not accept more or less than this phrase
Question Answer Mark
Number
2 Award 1 mark for:
1
2 billion
Question Answer Mark
Number
3 Award 1 mark for:
1
D = really
Question Answer Mark
Number
4
True False
The world will be more
predictable
There will be less
competition for jobs 1
People will have many
careers
The world population will
decrease
Award 1 mark for all three correct.
Question Answer Mark
Number
5 Award 1 mark for each change explained:
• In South Korea, because students can study online/
anywhere at all/ they don’t have to actually be 2
present in school
• In the USA, personalised learning means that
students can make their own timetables/ schedules,
recording/logging the work they do.
Question Answer Mark
Number
6 Award 1 mark for:
• by using distance learning programmes via online
communities 1
Question Answer Mark
Number
7 Award 1 mark for:
C = to make the points stand out 1
Question Answer Mark
Number
8 Award 1 mark for any of the following:
1
• will be able to solve problems creatively
• will be able to communicate better
• will never stop learning
• accept an appropriate quotation e.g. ‘creative problem
solvers’
Question Answer Mark
Number
9 Award 1 mark for:
C = they are very common 1
Question Answer Mark
Number
10 Award 1 mark for:
• (In the) 19th century 1
Question Answer Mark
Number
11 Award 1 mark for:
1
• such approaches
underlining should not extend to adjoining words
Question Answer Mark
Number
12
Main benefits of Supporting evidence
outdoor
schooling
physical stronger/healthier/flexible 2
social doing things together
emotional Communicating/understanding/
talking about feelings
intellectual paying attention / better
concentration
Award 1 mark for 2 correct answers.
Award 2 marks for 3 correct answers.
Accept quotations from the text.
Question Answer Mark
Number
13
Award 1 mark for one correct answer:
1
Example Sense
listening hearing (sounds)
to the
trees
rustling
delicious tasting (flavours)
flavour of
food
Question Answer Mark
Number
14
Award 1 mark for any of the following: 1
• to suggest (the writer’s) uncertainty
• to suggest (the writer’s) open-mindedness
• to suggest conjecture
Accept any other valid response.
Question Answer Mark
Number
15 Reward answers which focus on the following features, with credit
given for evidence and development of points.
Text 1 Overall upbeat, positive style, for example:
Feature Supporting evidence 4
the first text is written in .. let’s consider, world in
a conversational style with which we live
direct address to the
reader
rhetorical question And where are they heading?
three patterned short To a busy...To join up...To
sentences,(like a speech- follow...
maker)
exclamation mark to ...yet!
emphasise point
use of bullet points
makes evidence short and
snappy, each one no
longer than 2 sentences
rounded off with another creative problem solvers,
rule-of-three flourish better communicators and
(twice over) lifelong learners
Text 2 Overall academic tone, single moment of descriptive writing
used to paint picture of outdoor experience works to shape reader’s
opinion implicitly, unlike overt ‘in your face’ tone of Text 1
Feature Supporting Evidence
information given in an most sentences start with
impersonal way abstract subjects, long nominal
groups
nouns mostly abstract joy, sympathy, fear
verbs not active, unlike
first text
‘scientific’ statements verb to be: is, are
to shows that the writer
is defining things
modal verb used to show can
that things are possible, would
perhaps, but not definite might
- long sentences, however
linked together to importantly
shape the point of mean that
view equally
overall
Accept other appropriate points focused on features of purpose and
audience.
• 1 mark for basic feature spotting without an attempt at
comparison
• 2 marks for a response that attempts to link features across the
texts but without comparing them
• 3 marks for a response with a basic attempt at comparison
• 4 marks for a fully developed comparison of one or more features
Question Answer Mark
Number
16 Award 1 mark for the following:
14 years /fourteen 1
Question Answer Mark
Number
17
Award 1 mark for any two of the following: 1
• a few tips (for remembering information)
• (jumbled) list of wars
• (a) dreamy image of the world’s geography
• not a lot
Accept any other valid responses
Question Answer Mark
Number
18 Award 1 mark for any of the following:
• the school was full/crowded 1
• children ‘swept’ in
• came from miles away
• ideas of a torrent of children
• children kept on arriving
Do not reward an unexplained quote
Question Answer Mark
Number
19 Award one mark for each of the following up to the
maximum of two:
2
• way they smelt/ strange odours
• way they spoke/ strange oaths
• what they ate/ their curious pies
• what they wore/ quaint garments
Question Answer Mark
Number
20 Award 1 mark for two or three correct.
Award 2 marks for four correct.
Dialogue: About the
character:
Laurie: What’s this? persuasive
Sister: You’re starting child-like
school today.
Laurie: I’m not. I’m surprise
stopping ‘ome.
Sister: Now, come on, commanding
Laurie. You’re a big boy
now
stubborn
Laurie: I’m not.
2
Question Answer Mark
Number
21 Award 1 mark for both words ticked:
A = bossy 1
C = affectionate
Question Answer Mark
Number
22(a) Award 1 mark for, e.g.:
1
• noise and confusion
• gives terrifying idea of being trapped in the
middle of it
• being amongst wild animals
22(b) Award 1 mark for:
• simile: Grit flew in my eyes like shrapnel 1
like a spinning top
Award 1 mark for explanation of effect, e.g: 1
• evokes idea of warfare, emphasises violence
of playground/ makes it like a battle ground,
writer as a powerless victim, can’t see
clearly/blinded by grit churned up from others’
running all around him
• suggests how fast he is turning/makes it seem
wild or uncontrolled/makes him feel powerless.
Question Answer Mark
Number
23 Award 1 mark for refence to size of Laurie, 1 mark for
his partial vison:
• because he is only a metre tall 2
• he can only see the lower parts of others/ only
see the legs and feet, trousers and skirts not their
whole bodies
Question Answer Mark
Number
24 Award 1 mark for:
1
D = seething with anger
Question Answer Mark
Number
25 (a) An explanation of present meaning a moment in
time e.g. now 1
(b) A gift or reward for doing what he was meant to
(‘sit there’) 1
Question Answer Mark
Number
26 Award up to 4 marks for answers that show
understanding of ways in which these opening
paragraphs:
set up expectations about what we are about to
discover
introduce readers to place and period of
narrative
provide a context for the writer’s recall of shock
and humour of his first day at school
are written from the perspective of an adult
looking back over time, reflecting on the type of
schooling then available
contain a critical judgement about the very
basic nature of curriculum on offer, while
indicating that it was ‘one up’ on previous
generation.
overall tone gentle/benign, accepting of what
things were like
NB In order to be credited these responses must be
securely related to evidence from the text. Do not
reward generic responses.
Accept other appropriate points providing that they
relate to the text
• 1 mark for basic feature spotting
• 2 marks for a response with description of
features but no explanation
• 3 marks for a response with a basic attempt at 4
explanation
• 4 marks for a fully developed explanation of
purpose and ideas.
SECTION B
Question Answer Mark
Number
27 (a) Award 1 mark for correctly amended sentence:
1
It is widely accepted that outdoor education offers exciting,
inspiring, different and appealing activities for young people.
(b) Award 1 mark for the following:
I hope you are fully aware of all the benefits of outdoor 1
education: it is healthy, stimulating and, most of all, really
worthwhile.
Question Answer Mark
Number
28 Award 1 mark for correct underlining of both
prepositional phrases: 1
Digital Communication has resulted in more changes to
daily life than any other invention.
Question Answer Mark
Number
29
• who 1
Also accept underlining.
Do not award if more than one word selected.
Question Answer Mark
Number
30
Award 1 mark for correct underlining: 1
every effort should be made to take healthy exercise on
a regular basis.
Question Answer Mark
Number
31 Award 1 mark for each correct up to a maximum of
two:
2
(a) undo
- prefix ‘un’ means to reverse an action
(b) redo
- prefix ‘re’ means to do something over again
Question Answer Mark
Number
32 Award 1 mark for each correction:
The students tries [TRY] hard in every lesson but 3
[BECAUSE or AND] they want to succeed. There [THEIR]
teacher is very pleased.
SECTION C
Question Indicative content
Number
31
Reponses will be a recount of:
a particular place/setting/thoughts and feelings
early school experience
description of who else was present and why they
were important/significant
details of any unforgettable people
some reflection, looking back on the experience,
from the standpoint of the present.
Responses may demonstrate a range of techniques to increase
the interest/empathy e.g.
framing the experience from the standpoint of writer
today, making a contrast between then and now,
describing the physical sensations of the moment
including perceptions of the characters’ emotional
and mental reactions, vivid and figurative language,
use of direct speech/ observations on the
significance of the event.
Credit should be given for a wide range of responses.
SECTION C
Question 31
Form, communication and purpose
Level Marks Criteria
• The form of a narrative/description is maintained. Some
balance between description and narrative. Some content
developed to engage reader.
• Viewpoint established and generally maintained.
• Some stylistic features used to support purpose.
1-3 • The piece is organised: paragraphs or sections are logically
4
sequenced although transitions may be awkward.
• Within paragraphs or sections content may be developed
around a main sentence. Paragraphs or sections organised to
expand a particular point. Connections within paragraphs or
sections maintained.
• Content of narrative/description adapted so as to appeal to
the reader.
• Viewpoint established and controlled.
• Some stylistic features add emphasis and interest.
• Overall organisation supported by paragraphs or sections.
5 4-5
Relationship between paragraphs or sections gives structure
to the whole text.
• Within paragraphs or sections main ideas are developed with
relevant detail or examples. Reference sometimes varied to
avoid repetition.
• Narrative/description well focused on audience and purpose,
with some evidence of considered selection and development.
• Point of view well controlled, incorporating some other or
wider perspective/s.
• Stylistic features sometimes ambitious, creating clarity and
6 emphasis.
6-8
• Overall direction of the text signalled, with a range of features
used to control overall structure.
• Some range of cohesive devices used within
paragraphs/sections, sometimes creating emphasis or effect.
• Narrative/description well shaped and adapted for purpose,
with content purposefully selected to appeal to the reader.
• Confident viewpoint, with a range of perspectives well
managed
7 9-10 • A wide range of stylistic devices, focused intentionally on
reader and purpose.
• Narrative and description managed and shaped to achieve
purpose and effect, with a range of cohesive devices used to
position the reader.
• Piece adeptly adapted for purpose and reader, achieving its
intended effect.
• Assured viewpoint, skilfully positioned within other
perspectives
8 11-12 • A wide range of stylistic devices deployed for precise effect in
relation to purpose, reader and effect.
• Reader adeptly positioned throughout the text, so that the
intended effect is achieved. Narrative/description skilfully built
up and crafted.
Spelling, punctuation and grammar
Level Marks Criteria
• Sentences mostly grammatically sound.
• Some variety in subordinating connectives.
• Adverbials, expanded noun phrases and modals add variety.
Tense choice mainly appropriate.
4 1 • Some variation in subjects of sentences.
• Most sentences correctly demarcated. Some commas mark
phrases or clauses.
• Spelling is usually accurate, including common, polysyllabic
words.
• Simple and complex sentences with some variety of
connectives. Expansion of phrases and clauses adds detail.
Range of verb forms develops meaning and maintains
appropriate tense choice. Additional words and phrases
5 2-3
contribute to shades of meaning.
• Range of punctuation used almost always correctly.
• Words with complex regular patterns are usually spelt
correctly.
• Sentences almost always grammatically correct. Variation in
sentence structure, type and length sometimes managed for
conscious effect. Placing of phrases and clauses sometimes
6 4-5 creates emphasis or effect.
• Range of punctuation used to clarify meaning for the reader.
• Spelling is generally accurate, including that of irregular
words.
• Sentence structure and detail within the sentence is well
controlled and deployed, contributing to the overall
development of the text.
7 6-7
• A range of punctuation deployed for clarity and effect.
• Spelling is correct, including that of complex, irregular
words; any errors stand out as untypical or one-off slips.
• Wide variety of sentence structures positioned and crafted,
achieving emphasis and clarity.
• Range of punctuation deployed skilfully to enhance meaning,
8 8
achieving particular effects.
• Spelling correct over the range of vocabulary used, including
more complex and difficult words.
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