Entry Level

Certificate in
English
Specification
Pearson Edexcel Entry Level Certificate in English (NEN0)
First certification from June 2018 Issue 1
Contents

1 Introduction 4
Why choose the Pearson Edexcel Entry Level Certificate in English? 4
Supporting you in planning and implementing this qualification 5
Qualification at a glance 6

2 Subject content and assessment information 12

Component 1: Speaking and Listening 13
Component 2: Writing 27
Component 3: Reading 41
Assessment Objectives 45

3 Administration and general information 49

Entries 49
Access arrangements, reasonable adjustments, special consideration and
malpractice 50
Student recruitment and progression 52

Appendix 1: Assessment record and authentication sheet 57

Appendix 2: Codes 63
1 Introduction

Why choose the Pearson Edexcel Entry Level

Certificate in English?
We have listened to feedback from teachers and used this development as an opportunity to
design a new Entry Level Certificate that complements our GCSE (9–1) English Language
qualification. It aims to support every student in their enjoyment of English.

Our Entry Level Certificate in English has been designed to closely match the English
programme of study and provide a progression route to GCSE English Language. The Entry
Level Certificate supports advancement in English by engaging students in speaking and
listening, writing, and reading tasks, and by allowing teachers the flexibility to tailor the
speaking and listening, and writing tasks to suit their students’ needs and interests.

Co-teachable with GCSE English Language – key aspects of the GCSE English Language
qualification are reflected in the Entry Level Certificate to help with co-teachability, such as
the inclusion of fiction and non-fiction texts, transactional and creative writing, and a
speaking and listening element. This ensures that learners can retain the option to attempt
the GCSE examinations should they progress well through the Entry Level Certificate.

Designed to encourage progression to GCSE – assessments prepare students for GCSE

English Language by drawing on key skills while retaining the flavour of Entry Level with
assessments that can be taken at any time during the course.

Flexible – students can be taught and assessed at any point throughout the course.
Marks for each of the skills can be banked and students can re-take the assessments.

Customisable – students have a choice of topics for the reading paper and a free choice for
speaking and listening, and writing. Teachers can choose to use the Pearson set tasks for
speaking and listening, and writing, or adapt them or devise their own tasks to reflect their
students’ interests.

Empowering – for every student through recognition of individual achievement.

This qualification rewards students’ efforts and progress.

Motivating – assessments are pitched to the students’ specific level. Three distinct levels of
assessments encourage and motivate students to achieve, and give them a sense of success.

Accessible – this qualification uses the same Assessment Objectives as GCSE English
Language, however we have tailored AO3 (comparison) at Entry Levels 1 and 2 to make it
more accessible to students. At Entry Levels 1 and 2, comparison is assessed as part of the
speaking and listening component. At Entry Level 3, students are required to compare in the
non-fiction reading paper, using two texts. This supports progression to
GCSE English Language.

Tailored – a structure suitable for each level, tailored to students’ strengths. At Entry
Levels 1 and 2, speaking and listening is weighted at 20%. This decreases to 10% at
Entry Level 3. Similarly, writing is weighted at 30% in Levels 1 and 2 and increases to 40%
at Entry Level 3. In order to further differentiate between the levels we have also looked at
the ratio of AO5 to AO6 and adjusted it for each of the levels.

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Supporting you in planning and implementing
this qualification

Planning
● Our Getting Started Guide will give you an overview of the new Entry Level Certificate in
English to help you to get to grips with the content and assessment. It will also give you
additional support for setting speaking and listening, and writing tasks, should you take
that option.
● We will give you a course planner mapped from GCSE (9-1) English Language to Entry
Level Certificate showing how you can co-teach this qualification with GCSE (9-1) English
Language.

Teaching and learning

There will be free teaching and learning support to help you deliver the new qualification,
including:
● student exemplar work with marks and commentaries
● support in setting or adapting speaking and listening or writing tasks.

Preparing for tests

We will provide a range of support to help you prepare your students for the assessments,
including:
● sample assessment materials to support formative assessment practice

● sample speaking and listening and writing tasks, showing the differentiation in support for
each of the levels of Entry Level Certificate in English
● student exemplar work with marks and commentaries.

Get help and support

Our subject advisor service and online community will ensure that 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 to keep up to date with qualification updates and
product and service news.

Learn more at quals.pearson.com

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Qualification at a glance

Content and assessment overview

The Pearson Edexcel Entry Level Certificate in English is offered at Entry Level 1,
Entry Level 2 and Entry Level 3. Each level consists of three components: speaking and
listening, writing, and reading and students must take three components from the same
entry level.

Each component is internally assessed and externally moderated. Students must complete all
three components.

Entry Level 1
Component 1: Speaking and Listening Entry Level 1

Non-examination assessment

20% of the qualification – 20 marks

Content overview

Students will focus on:

● using appropriate language to communicate effectively

● listening and responding to questions and feedback

● using presentation skills to communicate

● comparing ideas.

Assessment overview
● Internally assessed and externally moderated.
● Students complete two tasks.
● Tasks are chosen by the teacher. Teachers can use the tasks given by Pearson
(see pages 15–22), adapt these tasks or create their own tasks suitable for their
students.
● Task 1: 8 marks, 8%. AO7, AO8 and AO9 are assessed.
● Task 2: 12 marks, 12%. This must include a comparison of two ideas. AO3, AO7, AO8
and AO9 assessed.
● Suggested timings per task: 2–4 minutes.

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 Component 2: Writing Entry Level 1

Non-examination assessment

30% of the qualification – 30 marks

Content overview

Students will focus on:

● writing for different forms, purposes and audiences
● writing to communicate meaning
● organising information and ideas.

Assessment overview
● Internally assessed and externally moderated.
● Tasks are chosen by the teacher. Teachers can use the tasks given by Pearson
(see pages 29–34) or adapt these tasks or create their own tasks suitable for their
students.
● Students complete two tasks. These can be:
o one transactional piece of writing and one creative piece of writing

o two creative pieces of writing

o two transactional pieces of writing.

● Each task is worth 15% and 15 marks.

● AO5, AO6 are assessed.
● Suggested timings per task: 15 minutes.

Component 3: Reading Entry Level 1

Non-examination assessment

50% of the qualification – 50 marks

Content overview

Students will focus on:

● reading short extracts from both fiction and non-fiction 20th- and 21st-century texts
● identifying and interpreting information and ideas
● selecting evidence from texts to show understanding
● explaining the use of language and structure
● showing understanding of an extract.

Assessment overview
● Internally assessed and externally moderated.
● Tests are provided by Pearson and can be downloaded from the website using your
centre’s Edexcel Online password.
● Tests are themed and teachers can choose which tests to give students.
● Students take two tests:
o non-fiction, 25% and 25 marks

o fiction, 25% and 25 marks.

● AO1, AO2 and AO4 are assessed.

● Suggested timings per test: 30 minutes.

See Appendix 2 for codes relevant to this qualification.

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Entry Level 2
Component 1: Speaking and Listening Entry Level 2

Non-examination assessment

20% of the qualification – 20 marks

Content overview

Students will focus on:

● using appropriate language to communicate effectively
● listening and responding to questions and feedback
● using presentation skills to communicate
● comparing ideas.

Assessment overview
● Internally assessed and externally moderated.
● Students complete two tasks.
● Tasks are chosen by the teacher. Teachers can use the tasks given by Pearson
(see pages 15–22) or adapt these tasks or create their own tasks suitable for their
students.
● Task 1: 8 marks 8%. AO7, AO8 and AO9 assessed.
● Task 2: 12 marks, 12%. This must include a comparison of ideas. AO3, AO7, AO8, AO9
are assessed.
● Suggested timings per task: 3–5 minutes.

Component 2: Writing Entry Level 2

Non-examination assessment

30% of the qualification – 30 marks

Content overview

Students will focus on:

● writing for different forms, purposes and audiences
● writing to communicate meaning
● organising information and ideas.

Assessment overview
● Internally assessed and externally moderated.
● Tasks are chosen by the teacher. Teachers can use the tasks given by Pearson
(see pages 29–34), adapt these tasks or create their own tasks suitable for their
students.
● Students complete two tasks:
o one transactional piece of writing and one creative piece of writing or

o two creative pieces of writing or

o two transactional pieces of writing.

● Each task is worth 15% and 15 marks.
● AO5, AO6 are assessed.
● Suggested timings per task: 30 minutes.

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 Component 3: Reading Entry Level 2

Non-examination assessment

50% of the qualification – 50 marks

Content overview

Students will focus on:

● reading short extracts from both fiction and non-fiction 20th- and 21st-century texts
● identifying and interpreting information and ideas
● selecting evidence from texts to show understanding
● explaining the use of language and structure
● showing understanding of an extract.

Assessment overview
● Internally assessed and externally moderated.
● Tests are provided by Pearson and can be downloaded from the website using your
centre’s Edexcel Online password.
● Tests are themed and teachers can choose which tests to give students.
● Students take two tests:
o non-fiction, 25% and 25 marks

o fiction, 25% and 25 marks.

● AO1, AO2 and AO4 are assessed.

● Suggested timings per test: 35 minutes.

See Appendix 2 for codes relevant to this qualification.

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Entry Level 3
Component 1: Speaking and Listening Entry Level 3

Non-examination assessment

10% of the qualification – 10 marks

Content overview

Students will focus on:

● using appropriate language to communicate effectively
● listening and responding appropriately to questions and feedback
● using presentation skills to communicate effectively.

Assessment overview
● Internally assessed and externally moderated.
● Students complete one task.
● The task is chosen by the teacher. Teachers can use a task given by Pearson
(see pages 15–22) or adapt a task or create their own task suitable for their students.
● 10 marks, 10%. AO7, AO8 and AO9 are assessed.
● Suggested timings for task: 4–6 minutes.

Component 2: Writing Entry Level 3

Non-examination assessment

40% of the qualification – 40 marks

Content overview

Students will focus on:

● writing for different forms, purposes and audiences
● writing to communicate meaning
● organising information and ideas.

Assessment overview
● Internally assessed and externally moderated.
● Tasks are chosen by the teacher. Teachers can use the tasks given by Pearson
(see pages 29–34), adapt these tasks or create their own tasks suitable for their
students.
● Students complete two tasks:
o one transactional piece of writing and

o one creative piece of writing.

● Each task is worth 20% and 20 marks.
● AO5, AO6 are assessed.
● Suggested timings per task: 40 minutes.

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 Component 3: Reading Entry Level 3

Non-examination assessment

50% of the qualification – 50 marks

Content overview

Students will focus on:

● reading short extracts from 19th-, 20th- and 21st-century fiction texts
● reading short extracts from 20th- and 21st-century non-fiction texts
● identifying and interpreting information and ideas
● selecting evidence from texts to show understanding
● explaining the use of language and structure
● evaluating texts and comparing ideas.

Assessment overview

● Internally assessed and externally moderated.

● Tests are provided by Pearson and can be downloaded from the website using your
centre’s Edexcel Online password.
● Tests are themed and teachers can choose which tests to give students.
● Students take two tests:
o non-fiction, 25% and 25 marks

o fiction, 25% and 25 marks.

● AO1, AO2 and AO4 are assessed in both tests. AO3 is also assessed in the
non-fiction test.
● Suggested timings per test: 45 minutes.

See Appendix 2 for codes relevant to this qualification.

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2 Subject content and assessment
information
The Entry Level Certificate sits below GCSE qualifications. Entry Level 3 represents
achievement below a GCSE Grade 1.

The Pearson Edexcel Entry Level Certificate in English covers the appropriate aspects of the
Key Stage 4 programme of study in English.

Qualification aims and objectives

For speaking and listening to enable students to:
● speak confidently, audibly and effectively
● use Standard English as appropriate
● select and organise information and ideas effectively
● listen and respond to questions.

For writing to enable students to:

● adapt their writing for different purposes and audiences
● select and organise ideas, facts and key points
● select vocabulary, form, and structural and organisational features to reflect audience,
purpose and context, and use Standard English where appropriate
● pay attention to the accuracy and effectiveness of grammar, punctuation and spelling.

For reading to enable students to:

● read in different ways for different purposes
● identify and interpret ideas and information
● seek evidence in the text to support a point of view
● identify and comment on a writer’s choice of vocabulary.

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Component 1: Speaking and Listening

Overview
The focus of this component is on students developing speaking and listening skills in a
supportive environment.

They should develop skills to allow them to speak confidently and communicate effectively to
others, either as a pair, in a small group or to their teacher.

Content
Students should develop the following skills.

1 Using presentation skills to communicate effectively. This includes:

● speaking clearly and audibly
● using appropriate non-verbal communication
● using intonation or emphasis where appropriate.

2 Using appropriate spoken language to communicate effectively. This includes:

● ensuring that spoken language is clear and makes sense
● ensuring spoken language is focused on the task
● using language that is appropriate to the task.

3 Listening and responding appropriately to questions and feedback. This includes:

● listening carefully to others and responding if appropriate
● listening carefully to questions
● answering questions in an appropriate way.

At Entry Level 1 and Entry Level 2 students must also develop the skill of comparing two
ideas. This includes:
● identifying similarities between ideas
● identifying differences between ideas
● making a basic judgement on the more effective idea.

NB: At Entry Level 3 the skill of comparison is assessed in the reading component.

Task requirements
Teachers can read out tasks and answer questions in order for students to understand the
tasks but they cannot help with the delivery of the tasks.

Students can be given as much planning time as teachers feel is appropriate. Students may
use cue cards, brief notes or any other prompts to assist them during the completion of the
task(s).

Teachers can help with the planning of the task(s) and students can plan in collaboration
with other students.

Students do not need to be recorded.

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Entry Level 1

Students must complete two tasks.

Students can complete the tasks as individuals, in a pair or as a small group.

One task must include the comparison of different ideas.

Teachers can select tasks from the examples given on pages 15–22, adapt these tasks,
or devise tasks of their own.

Suggested timings: 2–4 minutes per task. These are suggested timings only and teachers
are free to alter them as appropriate for the needs of their students.

At the end of each task, students should answer straightforward questions about their topic.

If students need help, teachers may prompt students up to three times during each task.

Entry Level 2

Students must complete two tasks.

Students can complete the tasks as individuals, in a pair or as a small group.

One task must include the comparison of different ideas.

Teachers can select tasks from the examples on pages 15–22, adapt these tasks, or devise
tasks of their own.

Suggested timings: 3–5 minutes per task. These are suggested timings only and teachers
are free to alter them as appropriate for the needs of their students.

At the end of each task, students should answer questions about their topic.

If students need help, teachers may prompt students up to two times during each task.

Entry Level 3

Students must complete one task. They can carry out the task as individuals or in a pair.

Teachers can select the task from the examples on pages 15–22, adapt a task or devise a
task of their own.

Suggested timing: between 4–6 minutes. This is a suggested timing only and teachers are
free to alter it as appropriate for the needs of their students.

At the end of the task, students should answer questions about their topic.

Teachers cannot prompt students during the task.

Adapting Pearson-set tasks and devising tasks

Teachers can adapt the Pearson-set tasks found on the following pages or devise their own
tasks. If teachers do this they are reminded that tasks should offer the appropriate challenge
for their students’ abilities. The tasks must meet the requirements of the Assessment
Objectives and allow students to access the full range of the assessment criteria.

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Speaking and Listening tasks

Task 1: Who are you?

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

Students will be able to: Students will be able to: Students will be able to:
● give their name and age ● give their name and date ● give an extended talk to
and where they live of birth, and say if they include details about
● talk about whether they have any brothers and who they are and
have any brothers and sisters present information
sisters and provide some ● include some additional about their family/carers
information about them. information, such as ● develop ideas to include
whether they have any their dreams and
pets and what they like ambitions for the future
to do in their spare time. and any other
information that will
interest the listener.

Task 2: The best day of my life!

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

Students will be able to: Students will be able to: Students will be able to:
● tell the listener(s) about ● tell the listener(s) about ● give an extended talk to
the best day in their life their best day, why it include details about
● say why it was so was special and who their best day.
special. shared the experience Information will include
with them when they experienced
● include some additional it, where it was, who was
information, such as with them and what they
when and where they did
spent the best day of ● develop ideas to include
their life and whether how they felt and
they would like to repeat whether they could or
the experience. want to repeat the
experience.

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Task 3: My favourite game

The game can be any type − a board game, a computer game or a sport.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

Students will be able to: Students will be able to: Students will be able to:
● tell the listener(s) about ● tell the listener(s) about ● give an extended talk to
a favourite game their favourite game and include details about
● say why it is a favourite when it is played their favourite game.
game and when they ● include some additional Information will include
play it. information, such as how how the game is played,
the game is played and where the game is best
some of the rules. played and the rules
● develop ideas to include
the objectives of the
game, who is the best
player and any additional
information that they
may have.

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Task 4: My favourite book or film

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

Students will be able to: Students will be able to: Students will be able to:
● tell the listener(s) about ● tell the listener(s) about ● give an extended talk to
their favourite book or their favourite book or include details about
film film and why they like it their favourite book or
● say why it is a favourite ● include some additional film. Information will
book or film and provide information such as who include the title, who
some basic information wrote it, or stars in it, wrote it or stars in it,
about it. and provide a brief what it is about, and
synopsis provide a synopsis
● develop ideas to include
more details, such as the
popularity of the book or
film, the ‘best bit’, other
books or films in the
series and who they
would recommend it to.

Task 5: My favourite music

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

Students will be able to: Students will be able to: Students will be able to:
● tell the listener(s) about ● tell the listener(s) about ● give an extended talk to
a favourite type of music their favourite type of include details about
and why they like it music and give examples their favourite music.
● say who their favourite of their favourite Information will include
musician or band is and musician or band some background
give an example of one ● include some additional information about the
of their most popular information, such as why musician or band, a
songs or tracks. they like this particular discography and their
style of music, their favourite track(s)
favourite track and what ● develop ideas to include
they recommend others more details, such as the
to listen to. popularity of the
musician or band, the
track they recommend
others listen to and
explain what a favourite
song is about.

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Task 6: Social networking

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

Students will be able to: Students will be able to: Students will be able to:
● tell the listener(s) about ● tell the listener(s) about ● give an extended talk, to
what social networking the social networking include details about
sites they use, if any sites they know of and social networking.
● talk about why they use which they consider to be Information will include
social networking. the best or most popular some detail about their
● include some additional own social networking
information, such as how experiences and those of
much time they spend on others
social networking. ● develop ideas to include
more details, such as the
different types of social
networking available and
the benefits and dangers
of social networking and
staying safe, and give
advice about dealing with
cyber bullying.

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The following are examples of comparative tasks for Entry Level 1 and
Entry Level 2 only.

Task 7: Which advertisement is most successful?

Students should be given or select two advertisements and compare them.

Expected outcomes

Entry Level 1 Entry Level 2

Students will be able to: Students will be able to:

● tell the listener(s) about the two ● tell the listener(s) about the two
different advertisements and compare different advertisements. They will
how they are presented describe the content and layout of each
● say which advertisement they think is one and identify the purpose and
better and why. audience of the advertisements
● include some additional information,
such as identifying specific words or
phrases that engage the reader.

Task 8: Front-page news!

Students should compare the front pages of two different newspapers. This can be a
visual comparison.

Expected outcomes

Entry Level 1 Entry Level 2

Students will be able to: Students will be able to:

● present the listener(s) with an overview ● provide the listener(s) with a comparison
of the front pages of two newspapers of the two front pages. They may include
● make some comment on the similarities points about use of font, colour, puns
and/or differences of the two and images, and an opinion on which one
newspapers. is more successful
● include some additional information, such
as examples of specific words and
phrases and the effect they have on the
reader.

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Task 9: A load of blurb – comparing book covers

Students should compare two book covers, including the summary on the back cover.

Expected outcomes

Entry Level 1 Entry Level 2

Students will be able to: Students will be able to:

● present the listener(s) with their two ● present the listener(s) with a detailed
book covers and describe both of them; comparison of the two book covers.
students will say which one they like best Students will consider the use of colour,
● tell the listener(s) about some more font, and imagery, and the overall
obvious comparisons and state which one impact on the reader
they think is more successful in making ● include some additional information,
the book appealing. such as the use of specific words and
phrases to hook the reader and say
which one is more successful and why.

Task 10: Fashion

Students should compare two different styles/outfits/makeup designs.

Expected outcomes

Entry Level 1 Entry Level 2

Students will be able to: Students will be able to:

● tell the listener(s) about two or more ● present the listener(s) with two or more
images of different fashions/styles and different fashions/styles, consider the
talk about each one of them most successful look and compare the
● comment on the different use of colour, image, and effects
fashions/styles, comparing colour, ● include some additional information,
appearance and image. such as the use of different
fabrics/makeup. They will consider how
different fashions/styles may suit
different people and how some
fashions/style can be considered
stereotypical.

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Task 11: The face says it all!

Students should compare the different emotions shown in the pictures.

Expected outcomes

Entry Level 1 Entry Level 2

Students will be able to: Students will be able to:

● tell the listener(s) about what different ● tell the listener(s) about the images of
expressions say about people and their different expressions and compare the
emotions emotions conveyed
● compare the different expressions and ● include some additional information, such
emotions, and suggest what they tell us as how different expressions can tell
about the person/people. others about someone’s personality or
how a wrong impression can be formed
by misreading someone’s expression.

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Task 12: Mobile phones

Students should compare two or more mobile phones.

Expected outcomes

Entry Level 1 Entry Level 2

Students will be able to: Students will be able to:

● tell the listener(s) about two or more ● tell the listener(s) about two or more
different types of mobile phones and mobile phones and compare features
their features and facilities
● say which mobile phone is the best ● include some additional information,
and why. such as makes, costs, durability, ease of
use, best value for money and any other
comparisons that can be made. Students
will recommend what they consider to
be the best mobile phone.

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Marking criteria – Speaking and Listening
Teachers must use the following criteria when marking each Speaking and Listening task.

There are no marks given for planning.

Entry Level 1

Use this grid for both Task 1 and Task 2.

Level Mark AO7, AO8 and AO9 descriptors

0 No rewardable material.

Level 1 1–2 ● Minimal presentation skills, demonstrated with undeveloped

awareness of, and engagement with, the audience.
● Inconsistent ability to listen and respond to questions/feedback, with
minimal appropriate responses that show undeveloped engagement.
● Minimal use of appropriate Standard English, with minimal
communication of ideas and use of vocabulary and structure to
engage.

Level 2 3–5 ● Limited presentation skills, demonstrated with occasional awareness

of, and engagement with, the audience.
● Limited ability to listen and respond to questions/feedback, with
occasional appropriate responses that show some engagement.
● Limited use of appropriate Standard English, with occasional ability to
communicate ideas and use vocabulary and structure to engage.

Level 3 6–8 ● Simple presentation skills, demonstrated with some awareness of,
and engagement with, the audience.
● Some emerging ability to listen and respond to questions/feedback,
with some appropriate responses that show engagement.
● Simple use of appropriate Standard English, with emerging
communication of ideas and use of vocabulary and structure to
engage.

Use this additional grid for Task 2 when students are comparing ideas to get a total mark
of 12.

Level Mark AO3 descriptor

Level 1 0 No rewardable material.

Level 2 1 Minimal comparison of different ideas with few or no comparative

statements.

Level 3 2–3 Limited comparison of different ideas, though comparative statements

may be uneven and undeveloped.

Level 4 4 Simple comparison of different ideas, some comparative statements may

be more balanced and developed.

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Entry Level 2

Use this grid for both Task 1 and Task 2.

Level Mark AO7, AO8 and AO9 descriptors

0 No rewardable material.

Level 1 1–2 ● Limited presentation skills, demonstrated with occasional awareness

of, and engagement with, the audience.
● Limited ability to listen and respond to questions/feedback, with
occasional appropriate responses that show some engagement.
● Limited use of appropriate Standard English, with occasional ability to
communicate ideas and use vocabulary and structure to engage.

Level 2 3–5 ● Simple presentation skills, demonstrated with some awareness of,
and engagement with, the audience.
● Simple ability to listen and respond to questions/feedback, with some
appropriate responses that show engagement.
● Simple use of appropriate Standard English, with emerging
communication of ideas and use of vocabulary and structure to
engage.

Level 3 6–8 ● Some emerging appropriate presentation skills, demonstrated with

emerging awareness of, and engagement with, the audience.
● Some emerging appropriate ability to listen and respond to
questions/feedback, with appropriate responses that show
engagement.
● Some emerging appropriate use of spoken Standard English, with
some appropriate communication of ideas and use of vocabulary and
structure to engage.

Use this additional grid for Task 2 when students are comparing ideas to get a total mark
of 12.

Level Mark AO3 descriptor

Level 1 0 No rewardable material.

Level 2 1 Limited comparison of different ideas, though comparative statements

may be uneven and undeveloped.

Level 3 2–3 Simple comparison of different ideas, some comparative statements may
be more balanced and developed.

Level 4 4 Some emerging appropriate comparison of different ideas, with some

balanced comparison and developed statements.

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Entry Level 3

Level Mark AO7, AO8 and AO9 descriptor

0 No rewardable material.

Level 1 1–3 ● Simple presentation skills, demonstrated with some awareness of,
and engagement with, the audience.
● Simple ability to listen and respond to questions/feedback, with
some appropriate responses that show engagement.
● Simple use of appropriate Standard English, with emerging
communication of ideas and use of vocabulary and structure to
engage.

Level 2 4–7 ● Some emerging appropriate presentation skills, demonstrated with

emerging awareness of, and engagement with, the audience.
● Some emerging appropriate ability to listen and respond to
questions/feedback, with appropriate responses that show
engagement.
● Some emerging appropriate use of spoken Standard English, with
some appropriate communication of ideas and use of vocabulary
and structure to engage.

Level 3 8–10 ● Emerging appropriate presentation skills, demonstrated with

awareness of, and engagement with, the audience.
● Emerging appropriate ability to listen and respond to
questions/feedback, with appropriate responses that show
engagement.
● Emerging use of appropriate Standard English, with appropriate
communication of ideas and use of vocabulary and structure to
engage.

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Assessment information

Entry Level 1 and Entry Level 2

● This assessment is out of 20 marks.
● Task 1
o worth 8 marks and 8%

o AO7, AO8 and AO9 are assessed.

● Task 2
o worth 12 marks and 12%

o AO3, AO7, AO8 and AO9 are assessed.

Entry Level 3
● This assessment is out of 10 marks.
● Worth 10 marks and 10%.
● AO7, AO8 and AO9 are assessed.

Marking and moderation

● Tasks are to be marked by the teacher according to the assessment criteria on
pages 23–25 and will be moderated by Pearson.
● Students can carry out as many tasks as they wish.
● The best marks for each task should be selected and submitted as the final marks.
● Teachers must complete a written explanation for the final marks given for each task
using the relevant assessment record and authentication sheet (see Appendix 1), and
submit it to Pearson by 15th May in the year of certification.
● The student’s total mark out of 100 for all three components establishes whether they
have achieved the Entry Level Certificate. For further information see the Level of
achievement section on page 49.
● Students can retake this component and retake the same task(s).

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Component 2: Writing

Overview
The focus of this component is on students developing writing skills in a supportive
environment.

Students should develop skills to allow them to write in different forms and for different
purposes and audiences. To organise information and ideas in a clear way so that they can
communicate effectively. To write clear sentences, which are accurate in terms of grammar,
punctuation and spelling so that what they write makes sense and can be understood.

Content
Students should develop the following skills.

1 Write for different forms, purposes and audiences. This includes:

● creating different forms of writing, for example: leaflets, articles, letters, diaries,
personal statements, reviews, stories or story openings, descriptions
● writing to inform, persuade, explain or entertain
● adapting writing for different audiences, for example: young children,
peer groups, adults.

2 Write to communicate meaning, using a range of vocabulary and sentence structures with
accurate spelling and punctuation. This includes:
● writing clearly and coherently so that meaning is communicated
● selecting language and sentence types appropriate for the task and using a range of
words and sentence structures to engage their audience
● making sure writing is clear in terms of spelling (of simple and more complex words) and
punctuation (full stops, capital letters, question marks and commas).

3 Organise information and ideas. This includes:

● writing that makes sense in the way it is organised
● writing that is structured so that information and ideas link, flow or develop
● writing that is appropriate to the task.

Task requirements
Teachers can read out the tasks and answer questions so that students understand what
they need to do. Teachers can discuss the tasks with the students but all planning and
writing must be carried out by the students individually.

Teachers must not help students to write either a plan or their responses (unless they have
special requirements).

Students can handwrite or word process their tasks. If word processed, then the spelling and
grammar check must be disabled.

Dictionaries and thesauri are not allowed.

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Entry Level 1

Students must complete two tasks.

They can complete either:

two transactional tasks

or

two creative tasks

or

one transactional and one creative task.

Teachers can select tasks from the examples given on pages 29–34, adapt these tasks or
devise tasks of their own.

Suggested timings: 15 minutes per task.

Entry Level 2

Students must complete two tasks.

They can complete either:

two transactional tasks

or

two creative tasks

or

one transactional and one creative task.

Teachers can select tasks from the examples given on pages 29–34, adapt these tasks or
devise tasks of their own.

Suggested timings: 30 minutes per task.

Entry Level 3

Students must complete two tasks.

They must complete one transactional and one creative task.

Teachers can select tasks from the examples given on pages 29–34, adapt a task or devise a
task of their own.

Suggested timings: 45 minutes.

Adapting Pearson-set tasks and devising tasks

Teachers can adapt the Pearson-set tasks on the following pages or devise their own tasks.
If they do this, they are reminded that tasks should offer the appropriate challenge for their
students’ abilities. Tasks should also meet the requirements of the Assessment Objectives
and allow students to access the full range of the assessment criteria.

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Writing tasks
For Entry Level 1, students can approach each task through visual prompts, writing frames,
cloze exercises or any other supportive framework that helps them to access the task.

Tasks 1–6 are creative writing tasks.

Task 1: Write the opening of a short story entitled ‘Lost and Alone’

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Writes a brief opening to ● Writes a straightforward ● Writes the opening of a
a story, with a short opening to a story, with story that engages the
description of a a description of the reader. Includes
character or place. place, the landscape or descriptions of the
● Ideas may be in bullet the feelings of a setting, the atmosphere
points or captions to character. of the place or the
images that tell the feelings of the
story. characters. Ideas are
more developed, using
language features and
detail.

Task 2: Write the script for a monologue entitled ‘I remember when I was young...’

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Writes the start of a ● Writes a short ● Writes a monologue that
monologue but does not monologue. The role is engages the
always maintain the role. maintained and some reader/listener. A range
They are able to include real or imagined of real or imagined
one or two real or examples are given, examples is provided,
imagined examples, such such as a memory from such as memories from
as a memory from childhood or school. childhood, school or
childhood. being a teenager.
● Ideas may be in bullet
points or captions to
images.

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Task 3: Describe a real or imagined day out – from start to finish

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Writes about a real or ● Writes about the day ● Writes an interesting
imagined day out but out. Includes some detail account about a day out.
ideas are limited. There and develops some A range of examples is
will be some brief details ideas, such as providing given, such as
of events, such as when a description of a descriptions of the
and where they went. particular place. location, the weather or
● Ideas may be in bullet the atmosphere.
points, captions to
images or a timetable of
the day.

Task 4: My best friend – describe your best friend.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Writes about who the ● Writes some sentences ● Writes in detail about
friend is and gives some about the friend and the friend and a range of
information about them, gives some detail. information is given.
such as a description of Students may explain Ideas may include
their appearance, and how they met and stories about any
brief comments on the include a short anecdote. experiences the friends
friend’s personality. have shared and
● Ideas may be in bullet information about the
points or captions to friend’s family, pets,
images. hobbies, likes and
dislikes.

Task 5: Dear diary – write a real or imagined day diary.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Writes one or two diary ● Writes two or three diary ● Writes three or more
entries but these will be entries. The role is detailed diary entries
brief and lack specific maintained and some that entertain the
details. There may be an detail is provided about reader. A range of
overview of events with what happened on the examples is given and
some brief development days. the diary is convincing.
of ideas. Includes some
● Ideas may be in bullet descriptions of what
points, captions to happened and how they
images or a timetable. felt.

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Task 6: Write the opening of a short story based on one of the picture prompts.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Using one of the picture ● Using one of the picture ● Using one of the picture
prompts, writes a brief prompts, writes some prompts, writes an
opening to a story but developed sentences of a introduction to a story.
with little use of story, with some use of Settings, mood and
description or description to create characters (if used) are
development. atmosphere. interesting and engage
● Ideas may be in bullet the reader.
points or captions to a
series of images.

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Tasks 7–12 are transactional writing tasks.

Task 7: You see this advertisement – apply for this job.

WANTED

Someone to work Saturdays in our busy café.

The job involves serving customers and washing up.

£8.00 per hour. Time: 9 am–5 pm

Please write a letter of application and send it to:

Mrs Burton, Burton’s Café, Anytown, A11 4PT

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Completes an ● Writes a letter that ● Writes an effective letter
application form or contains relevant applying for the job. The
writes a brief letter or information about the job letter will be correctly
note that includes some they are applying for, laid out and will contain
personal details and why they are applying relevant personal
explains why they are and some information information, say why
applying for the job. about themselves. they are applying and
why they are suitable for
the job.

Task 8: Your school wants to promote healthy eating to its students – produce
a leaflet.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Produces a leaflet with ● Produces a leaflet that is ● Produces an effective and
some brief, relevant informative and relevant informative leaflet that is
information, such as to the task with a range both engaging and
what foods can be of ideas, such as relevant. Ideas will be
considered healthy. different types of food developed. Students may
● May include bullet and which foods should include information about
points and labelling of be avoided. different food types,
images. avoiding junk food,
snacking and
recommendations for
eating ‘five a day’.

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Task 9: Produce a guide to advise people of your own age how to play a particular
game or sport.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Provides some basic ● Produces a guide that ● Produces a guide that is
information on how to helps the reader clear and relevant. Clear
play a particular game or understand how a game explanations are given
sport. or sport is played. on how to play the game
● May include bullet Includes some details on or sport and additional
points, labelling of the rules of the game information is given on
images or a list of and how it is scored. rules, scoring and other
instructions. aspects of the game that
the reader would find
useful.

Task 10: Write an article for a school magazine entitled ‘Keep our School Tidy!’

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Writes about ways ● Writes an article that ● Writes a convincing
students can keep their includes ways of keeping article that includes
school tidy. There is the school tidy and gives developed ideas. A range
some attempt to examples of problems of examples will examine
persuade students to put with litter around the the problems with litter,
their rubbish in the bin. school building. Some the effect this has on the
● May include bullet points development of ideas school environment,
and labelling of images. and the article appeals comments from staff and
to the intended audience students, and suggests
to keep their school tidy. ways the school needs to
work together to solve
the litter problem. The
article will persuade
students to keep their
school tidy.

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Task 11: Produce the script for a television (or radio) advertisement for a new
mobile phone or product of your choice.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Students will produce a ● Students will produce a ● Students write a script
script of an script. Some aspects of that is persuasive. The
advertisement for the the product will explored product is described fully
item. in more depth and and reasons why
● May include bullet points detail, explaining why everyone should have
and labelling of images. this is the best product this item are given. The
on the market. television (or radio)
advertisement will be
informative.

Task 12: Write a report for a newspaper based on one of the picture prompts.

Expected outcomes

Entry Level 1 Entry Level 2 Entry Level 3

● Writes a report that ● Writes a newspaper ● Writes a newspaper
presents the problem report that gives the report that includes all
and information on what reader information on the relevant details
happened. what happened, when it about what happened,
● Ideas may be in bullet happened and what the when and the outcome.
points or captions to a outcome was. The report will include
series of images. eye-witness statements
such as comments from
the police or other
relevant parties.

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Marking criteria – Writing
Teachers must use the following criteria when marking the writing tasks. There are no marks
awarded for planning.

Teachers should add a comment to the relevant assessment record and authentication sheet
(see Appendix 1) as to why the marks were awarded.

Teachers can also write comments on the completed tasks to indicate how marks were
awarded.

Entry Level 1

Use both grids to mark each task to get a total mark out of 30.

Level Mark AO5 descriptor

0 No rewardable material.

Level 1 1–4 ● Minimal communication and understanding of form, purpose and

audience, much is not relevant to task.
● Inconsistent organisation of information and ideas, with incomplete
or inappropriate details included.
● Minimal use of correct tenses and subject-verb agreement.

Level 2 5–8 ● Limited communication and understanding of form, purpose and

audience, occasional detail relevant to the task.
● Limited organisation of information and ideas, with occasional
relevant details included.
● Limited use of correct tenses and subject-verb agreement.

Level 3 9–12 ● Simple communication and understanding of form, purpose and

audience, some emerging detail relevant to the task.
● Simple organisation of information and ideas, with some emerging
organisation and clarity.
● Some emerging use of correct tenses and subject-verb agreement.

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Level/Mark AO6 descriptor

0 No rewardable material.

1 ● Minimal evidence of a range of vocabulary, mainly simple words used

with little variety. Incomplete sentences used.
● Minimal accuracy in terms of spelling, which is mainly phonetic. Little or
no punctuation used.
● Frequent errors hinder the communication of meaning.

2 ● Limited evidence of a range of vocabulary, with some variety of simple

words. Some short, complete sentences used.
● Limited accuracy in terms of spelling, with occasional evidence of some
simple words being spelt correctly. Some punctuation used, though not
securely.
● Most errors hinder the communication of meaning.

3 ● Simple range of vocabulary. Some correctly-formed, short, simple

sentences and possibly simple compound sentences, though not always
used securely.
● Simple accuracy in terms of spelling, with some simple words spelled
accurately. Some awareness of capital letters and full stops.
● Some errors hinder the communication of meaning.

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Entry Level 2
Use both grids to mark each task to give a total mark out of 30.

Level Mark AO5 descriptor

0 No rewardable material.

Level 1 1–3 ● Limited communication and understanding of form, purpose and

audience, with occasional detail relevant to the task.
● Limited organisation of information and ideas, with occasional
relevant details included.
● Limited use of correct tenses and subject-verb agreement.

Level 2 4–7 ● Simple communication and understanding of form, purpose and

audience, with some emerging detail relevant to the task.
● Simple organisation of information and ideas, with some emerging
organisation and clarity.
● Some emerging use of correct tenses and subject-verb agreement.

Level 3 8–10 ● Some emerging appropriate communication and understanding of

form, purpose and audience, with mostly appropriate detail emerging
that is relevant to the task.
● Some emerging appropriate organisation of information and ideas,
with some logical organisation and reasonable clarity.
● Some appropriate use of correct tenses and subject-verb agreement.

Level Mark AO6 descriptor

0 No rewardable material.

Level 1 1–2 ● Limited evidence of a range of vocabulary and sentence structures,

some short, complete sentences used and a variety of simple words
emerging.
● Limited accuracy in terms of spelling and punctuation, occasional
evidence of some simple words being spelled correctly and some
punctuation used, though not securely.
● Most errors hinder the communication of meaning.

Level 2 3–4 ● Simple range of vocabulary and sentence structures used, including
correctly-formed, short, simple sentences and possibly simple
compound sentences, a range of simple words used, though not
always securely.
● Simple accuracy in terms of spelling and punctuation, with some
simple words spelled accurately and some awareness of capital
letters and full stops.
● Some errors hinder the communication of meaning.

Level 3 5 ● An emerging range of vocabulary and sentence structures, with

simple and compound sentences, and a range of straightforward
words, used more securely.
● Some emerging accuracy in terms of spelling and punctuation, with
simple words spelled accurately and some emerging accurate use of
capital letters and full stops.
● Errors rarely hinder the communication of meaning.

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Entry Level 3
Use both grids to mark each task to give a total mark out of 40.

Level Mark AO5 descriptor

0 No rewardable material.

Level 1 1–4 ● Simple communication and understanding of form, purpose and

audience, with some emerging detail relevant to the task.
● Simple organisation of information and ideas, with some emerging
organisation and clarity.
● Some emerging use of correct tenses and subject-verb agreement.

Level 2 5–8 ● Some emerging appropriate communication and understanding of

form, purpose and audience, with mostly appropriate detail
emerging that is relevant to the task.
● Some emerging appropriate organisation of information and ideas,
with some logical organisation and reasonable clarity.
● Some appropriate use of correct tenses and subject-verb
agreement.

Level 3 9–12 ● Emerging appropriate communication and understanding of form,

purpose and audience, with emerging appropriate detail that is
relevant to the task.
● Emerging appropriate organisation of information and ideas, with
some logical organisation and reasonable clarity.
● Mostly appropriate use of correct tenses and subject-verb
agreement.

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Level Mark AO6 descriptor

0 No rewardable material.

Level 1 1–2 ● Simple range of vocabulary and sentence structures used, including
correctly-formed, short, simple sentences and possibly
straightforward compound sentences. A range of simple words
used, though not always securely.
● Simple accuracy in terms of spelling and punctuation, with some
simple words spelled accurately and some awareness of capital
letters and full stops.
● Some errors hinder the communication of meaning.

Level 2 3–5 ● An emerging range of vocabulary and sentence structures, with

simple and compound sentences, and a range of straightforward
words, used more securely.
● Some emerging accuracy in terms of spelling and punctuation, with
simple words spelled accurately and some emerging accurate use of
capital letters and full stops.
● Errors rarely hinder the communication of meaning.

Level 3 6–8 ● Emerging range of vocabulary and sentence structures, with simple
and compound sentences used securely, with emerging use of
complex sentences and range of words evident, but may not be
used securely.
● Emerging accuracy in terms of spelling and punctuation, with
common words spelled accurately and some accurate use of capital
letters, full stops and other punctuation marks.
● Errors overall do not hinder communication of meaning.

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Assessment information

Entry Level 1
● This assessment is out of 30 marks.
● Each task:
o is worth 15 marks and 15%

o AO5 and AO6 are assessed

o AO5 is worth 12 marks

o AO6 is worth 3 marks.

Entry Level 2
● This assessment is out of 30 marks.
● Each task:
o is worth 15 marks and 15%

o AO5 and AO6 are assessed

o AO5 is worth 10 marks

o AO6 is worth 5 marks.

Entry Level 3
● This assessment is out of 40 marks.
● Each task:
o is worth 20 marks and 20%

o AO5 and AO6 are assessed

o AO5 is worth 12 marks

o AO6 is worth 8 marks.

Marking and moderation

● Tasks are to be marked by the teacher according to the assessment criteria on
pages 35–39 and moderated by Pearson.
● Students can carry out as many tasks as they wish.
● The best marks for each task should be selected and submitted as the final marks.
Pearson will then moderate the work.
● The final marks awarded for the task(s) must be submitted to Pearson on the relevant
Assessment record and authentication sheet (see Appendix 1) by 15th May in the year
of certification.
● The student’s total mark out of 100 for all three components establishes whether they
have achieved the Entry Level. For further information, see the Level of achievement
section on page 49.
● Students can retake this component and retake the same task(s).

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Component 3: Reading

Overview
The focus of this component is on students developing reading and comprehension skills in a
supportive environment.

To develop the ability to understand meaning in texts, students need to read a range of
extracts from both non-fiction and fiction texts. They will develop the skills to infer meaning
and comment on some use of language and structure in texts. They will be able to use
evidence from a text to support their understanding and evaluate texts.

Content
At Entry Level 1 and Entry Level 2, the following skills must be developed by reading short
extracts from fiction and non-fiction 20th- and 21st-century texts.

At Entry Level 3, these skills must be developed by reading short extracts from 19th-, 20th-
and 21st-century fiction texts and non-fiction 20th- and 21st-century texts.

Students should develop the following skills.

1 Identifying and interpreting information and ideas. This includes:

● identifying and understanding explicit meaning
● identifying and understanding some implicit meaning
● identifying and understanding fact and opinion where appropriate.

2 Selecting evidence from texts to support understanding. This includes:

● focusing on what key information or idea can be used
● using textual support to demonstrate clear understanding
● summarising key information or ideas as part of an explanation.

3 Explaining the use of language and structure. This includes:

● identifying and explaining the use of effective adjectives, nouns and adverbs
● identifying and explaining effective presentational features, such as headings,
bullet points, paragraphing, tables, colour and pictures
● identifying and explaining the use of effective descriptions.

4 Evaluating texts. This includes:

● considering the text as a whole
● finding evidence from the text to support evaluation.

At Entry Level 3, students must also develop the skill of comparing ideas in texts.
This includes:
● identifying similarities between the ideas
● identifying differences between the ideas.

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Test requirements
All students must take two tests: one non-fiction test and one fiction test.

Teachers will select live tests from a choice of three for both non-fiction and fiction. These
Pearson set tests will be available for the lifetime of the qualification and accessed via our
website, qualifications.pearson.com.

Teachers can read out the introductions, given in italics, to each text and the questions –
but not the texts themselves – and draw attention to the marks allocated to each question.

Teachers cannot answer the questions or help with the completing of the tests in any
other way.

No dictionaries or thesauri are allowed.

Entry Level 1

Students must complete two tests: one non-fiction test and one fiction test.

Suggested timing: 30 minutes per test.

Entry Level 2

Students must complete two tests: one non-fiction test and one fiction test.

Suggested timing: 35 minutes per test.

Entry Level 3

Students must complete two tests: one non-fiction test and one fiction test.

Suggested timing: 45 minutes per test.

Assessment information
Each test is based around a theme.

Entry Level 1
● This assessment is out of 50 marks.
● The non-fiction and fiction tests have two texts and seven questions per test.
● AO1, AO2 and AO4 are assessed.
● Each test:
o is worth 25 marks and 25%

o AO1 is worth 16 marks

o AO2 is worth 5 marks

o AO4 is worth 4 marks.

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Entry Level 2
● This assessment is out of 50 marks.
● The non-fiction and fiction tests have two texts and nine questions per test.
● AO1, AO2 and AO4 are assessed.
● Each test:
o is worth 25 marks and 25%

o AO1 is worth 14 marks

o AO2 is worth 7 marks

o AO4 is worth 4 marks.

Entry Level 3
● This assessment is out of 50 marks.
● AO1, AO2, AO3 and AO4 are assessed.
● The non-fiction test:
o has three 20th- or 21st-century texts and has nine questions

o is worth 25 marks and 25%

o AO1 is worth 12 marks

o AO2 is worth 3 marks

o AO3 is worth 5 marks

o AO4 is worth 5 marks.

● The fiction test:
o has one 19th-century text and two 20th- or 21st-century texts and nine questions

o is worth 25 marks and 25%

o AO1 is worth 10 marks

o AO2 is worth 10marks

o AO4 is worth 5 marks.

Marking and moderation

● Tests can be completed at any time during the course.
● Suggested timings have been provided, although teachers can adapt timings as
appropriate.
● The test can be sat in normal classroom conditions but other examination procedures
apply regarding invigilation and safeguards against communication between students.
● Tests are to be marked by the teacher according to the mark schemes accessed via our
website, qualifications.pearson.com, and moderated by Pearson.
● There are no restrictions on how many times students can attempt and complete
each test.
● If the student takes more than one test, the best mark for each test (non-fiction and
fiction) should be submitted as the final mark. Pearson will then moderate the work.
● The final marks awarded for the tests must be submitted to Pearson on the relevant
assessment record and authentication sheet (see Appendix 1) by 15th May in the year
of certification.
● The student’s total mark out of 100 for all three components establishes whether they
have achieved the Entry Level. See the Level of achievement section for further
information.
● Students can retake this component and retake the same test(s).

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Task/test taking

Authenticity
Students and teachers must sign the relevant assessment record and authentication sheet
(see Appendix 1).

Storing students’ work

Students can complete work for the components over more than one lesson.

Where students are completing the work over a number of sessions, at the end of each
session their work must be saved and kept securely.

Retakes
Students have the opportunity to retake the tasks or tests as many times as they like.

Marking, standardisation and moderation

Where marking has been carried out by more than one teacher in a centre, there must be a
process of internal standardisation carried out to ensure that there is a consistent application
of the assessment criteria.

Marks awarded by the centre will be subject to external moderation by Pearson. Moderation
will ensure consistency and will include a review of tasks to ensure that the task rules have
been correctly applied by centres. Pearson will notify centres of the students whose work has
been selected for moderation. This sample will take cohort size into account.

If the moderation indicates that centre assessment does not reflect the necessary standards,
an adjustment will be made to students’ final marks to compensate.

Security and backups

It is the centre’s responsibility to ensure that the tasks and tests are kept secure until
released to students.

It is also the centre’s responsibility to keep the work that students have submitted for
assessment secure.

Secure storage is defined as a securely-locked cabinet or cupboard.

The rules on storage also apply to electronic data. For example, centres should collect
memory sticks for secure storage between sessions or restrict student access to specific
areas of the centre’s IT network.

For materials stored electronically, centres are strongly advised to use firewall protection and
virus-checking software, and to employ an effective backup strategy, so that an up-to-date
archive of students’ evidence is maintained.

Further information
For up-to-date advice on teacher involvement and administration of non-examination
assessments, please refer to the Joint Council for Qualifications (JCQ) document Instructions
for conducting non-examination assessments (new GCE & GCSE specifications) available on
the JCQ website: www.jcq.org.uk

44 Pearson Edexcel Entry Level Certificate in English –

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Assessment Objectives

% in
Entry
Students must: Level 1

AO1 Identity and interpret information and ideas. Select evidence from 32
different texts.

AO2 Explain and comment on writers’ use of language and structure. 10

AO3 Compare different ideas. 4

AO4 Evaluate texts and support with relevant textual reference. 8

AO5 Communicate for different forms, purposes and audience. Organise 24

information and ideas.

AO6 Use a range of vocabulary and sentence structures, with accurate 6

spelling and punctuation.

AO7 Demonstrate presentation skills. 5⅓

AO8 Listen and respond appropriately to spoken language, including to 5⅓

questions.

AO9 Use spoken Standard English effectively to communicate. 5⅓

Total 100%

% in
Entry
Students must: Level 2

AO1 Identity and interpret information and ideas. Select evidence from 28
different texts.

AO2 Explain and comment on writers’ use of language and structure. 14

AO3 Compare different ideas. 4

AO4 Evaluate texts and support with relevant textual reference. 8

AO5 Communicate for different forms, purposes and audience. Organise 20

information and ideas.

AO6 Use a range of vocabulary and sentence structures, with accurate 10

spelling and punctuation.

AO7 Demonstrate presentation skills. 5⅓

AO8 Listen and respond appropriately to spoken language, including to 5⅓

questions.

AO9 Use spoken Standard English effectively to communicate. 5⅓

Total 100%

NB: totals have been rounded up.

Pearson Edexcel Entry Level Certificate in English – 45

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 % in Entry
Students must: Level 3

AO1 Identity and interpret information and ideas. Select evidence from 22
different texts.

AO2 Explain and comment on writers’ use of language and structure. 13

AO3 Compare different ideas. 5

AO4 Evaluate texts and support with relevant textual reference. 10

AO5 Communicate for different forms, purposes and audience. Organise 24

information and ideas.

AO6 Use a range of vocabulary and sentence structures, with accurate 16

spelling and punctuation.

AO7 Demonstrate presentation skills. 3⅓

AO8 Listen and respond appropriately to spoken language, including to 3⅓

questions.

AO9 Use spoken Standard English effectively to communicate. 3⅓

Total 100%

NB: totals have been rounded up.

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Breakdown of Assessment Objectives

Assessment Objectives Total for all

Assessment
Entry Level 1 AO1% AO2% AO3% AO4% AO5% AO6% AO7% AO8% AO9% Objectives

Speaking and Listening 0 0 4 0 0 0 5⅓ 5⅓ 5⅓ 20

Writing 0 0 0 0 24 6 0 0 0 30

Reading 32 10 0 8 0 0 0 0 0 50

Total for Entry Level 1 32 10 4 8 24 6 5⅓ 5⅓ 5⅓ 100%

Assessment Objectives Total for all

Assessment
Entry Level 2 AO1% AO2% AO3% AO4% AO5% AO6% AO7% AO8% AO9% Objectives

Speaking and Listening 0 0 4 0 0 0 5⅓ 5⅓ 5⅓ 20

Writing 0 0 0 0 20 10 0 0 0 30

Reading 28 14 0 8 0 0 0 0 0 50

Total for Entry Level 2 28 14 4 8 20 10 5⅓ 5⅓ 5⅓ 100%

NB: totals have been rounded up.

Pearson Edexcel Entry Level Certificate in English – 47

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 Assessment Objectives Total for all
Assessment
Entry Level 3 AO1% AO2% AO3% AO4% AO5% AO6% AO7% AO8% AO9% Objectives

Speaking and Listening 0 0 0 0 0 0 3⅓ 3⅓ 3⅓ 10

Writing 0 0 0 0 24 16 0 0 0 40

Reading 22 13 5 10 0 0 0 0 0 50

Total for Entry Level 3 22 13 5 10 24 16 3⅓ 3⅓ 3⅓ 100%

NB: totals have been rounded up.

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3 Administration and general information

Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK and International Information Manual. A copy is made available to all examinations
officers and is available on our website: qualifications.pearson.com

Level of achievement
Marks for all three components are combined to give a maximum total mark of 100.

Marks from all three components must contribute to the total mark in order for a student
to pass.

The student’s total mark out of 100 then establishes the level they have achieved as shown
in the table below.

The level of achievement is given below.

Level Minimum total marks required

Pass 70/100

The first certification is in May/June 2018.

Pearson Edexcel Entry Level Certificate in English – 49

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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. Please note that for the speaking and listening task(s) British Sign Language is
acceptable.

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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.

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 timeframes or the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

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 Joint Council for Qualifications (JCQ) website:
www.jcq.org.uk

Pearson Edexcel Entry Level Certificate in English – 51

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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 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 Form M1
(available at www.jcq.org.uk/exams-office/malpractice). The completed form can be
emailed to [email protected] 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 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 undermines the integrity
of the qualifications or the validity of results/certificates.

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 can be emailed to
[email protected] or posted to: Investigations Team, Pearson,
190 High Holborn, London, WC1V 7BH. 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.

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.

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Progression
Students can progress from this qualification to:
● GCSE English Language
● GCSE English Literature
● other vocational qualifications.

Pearson Edexcel Entry Level Certificate in English – 53

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54 Pearson Edexcel Entry Level Certificate in English –
Specification – Issue 1 – June 2017 © Pearson Education Limited 2017
Appendices

Appendix 1: Assessment record and authentication sheet 57

Appendix 2: Codes 63

Pearson Edexcel Entry Level Certificate in English – 55

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56 Pearson Edexcel Entry Level Certificate in English –
Specification – Issue 1 – June 2017 © Pearson Education Limited 2017
Appendix 1: Assessment record and
authentication sheet

Entry Level 1

Pearson Edexcel Entry Level Certificate in English (NEN0)

Centre name: Centre number:

Candidate name: Candidate number:

Teacher declaration
I declare that the work submitted for assessment has been carried out without assistance
other than that which is acceptable according to the rules of the specification.

Teacher name:

Teacher signed: Date:

Candidate declaration
I certify that the work submitted for assessment is my own. I have clearly referenced any
sources used in the work. I understand that false declaration is a form of malpractice.

Candidate signed: Date:

Additional candidate declaration

By signing this additional declaration you agree to your work being used to support
Professional Development, Online Support and Training of both Centre-Assessors and
Pearson Moderators. If you have any concerns regarding this please email:
[email protected]

Candidate signed: Date:

Pearson Edexcel Entry Level Certificate in English – 57

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Entry Level 1: Speaking and Listening
Include a description of the tasks undertaken and reasons for the marks awarded.
Task 1: AO7, AO8, AO9

/8

Task 2: AO7, AO8, AO9

/8

AO3 /4

Total /12

EL1 Speaking and Listening total marks /20

Entry Level 1: Writing

Include a description of the tasks undertaken and brief reasons for the marks awarded − the
tasks can also be annotated to show justification for the marks.

Task 1 AO5 /12

AO6 /3

Total /15
Task 2 AO5 /12

AO6 /3

Total /15
EL1 Writing total marks /30
Entry Level 1: Reading

Non-fiction /25

Fiction /25

EL1 Reading total marks /50

Total marks for Entry Level 1 /100

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Entry Level 2

Pearson Edexcel Entry Level Certificate in English (NEN0)

Centre name: Centre number:

Candidate name: Candidate number:

Teacher declaration
I declare that the work submitted for assessment has been carried out without assistance
other than that which is acceptable according to the rules of the specification.

Teacher name:

Teacher signed: Date:

Candidate declaration
I certify that the work submitted for assessment is my own. I have clearly referenced any
sources used in the work. I understand that false declaration is a form of malpractice.

Candidate signed: Date:

Additional candidate declaration

By signing this additional declaration you agree to your work being used to support
Professional Development, Online Support and Training of both Centre-Assessors and
Pearson Moderators. If you have any concerns regarding this please email:
[email protected]

Candidate signed: Date:

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Entry Level 2: Speaking and Listening
Include a description of the tasks undertaken and reasons for the marks awarded.
Task 1: AO7, AO8, AO9

/8

Task 2: AO7, AO8, AO9

/8

AO3 /4

Total /12

EL2 Speaking and Listening total marks /20

Entry Level 2: Writing

Include a description of the tasks undertaken and brief reasons for the marks awarded − the
tasks can also be annotated to show justification for the marks.
Task 1 AO5 /10

AO6 /5

Total /15
Task 2 AO5 /10

AO6 /5

Total /15
EL2 Writing total marks /30

Entry Level 2: Reading

Non-fiction /25

Fiction /25

EL2 Reading total marks /50

Total marks for Entry Level 2 /100

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Entry Level 3

Pearson Edexcel Entry Level Certificate in English (NEN0)

Centre name: Centre number:

Candidate name: Candidate number:

Teacher declaration
I declare that the work submitted for assessment has been carried out without assistance
other than that which is acceptable according to the rules of the specification.

Teacher name:

Teacher signed: Date:

Candidate declaration
I certify that the work submitted for assessment is my own. I have clearly referenced any
sources used in the work. I understand that false declaration is a form of malpractice.

Candidate signed: Date:

Additional candidate declaration

By signing this additional declaration you agree to your work being used to support
Professional Development, Online Support and Training of both Centre-Assessors and
Pearson Moderators. If you have any concerns regarding this please email:
[email protected]

Candidate signed: Date:

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Entry Level 3: Speaking and Listening
Include a description of the tasks undertaken and reasons for the marks awarded.

Task 1: AO7, AO8, AO9

/10

Entry Level 3: Writing

Include a description of the tasks undertaken and brief reasons for the marks awarded − the
tasks can also be annotated to show justification for the marks.

Task 1 AO5 /12

AO6 /8

Total /20

Task 2 AO5 /12

AO6 /8

Total /20

EL3 Writing total marks /40

Entry Level 3: Reading

Non-fiction /25

Fiction /25

EL3 Reading total marks /50

Total marks for Entry Level 3 /100

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Appendix 2: Codes

Type of code Use of code Code

Regulated Each qualification title is allocated an The QN for this

Qualifications Ofqual Regulated Qualifications qualification is:
Framework (RQF) Framework (RQF) code. 603/1332/8
codes
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.

Subject codes The subject code is used by centres to Entry Level – NENO
enter students for a qualification.
Centres will need to use the entry codes
only when claiming students’
qualifications.

ma210717V:\LT\PD\EDEXCEL ENTRY LEVEL\9781446944905_ENTRY_LEVEL_ENGLISH\9781446944905_ENTRY_LEVEL_ENGLISH.DOC.1–66/2

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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. For further information, please visit our qualifications website at
qualifications.pearson.com. Alternatively, you can get in touch with us using the details on
our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than
70 countries working to help people of all ages to make measurable progress in their lives
through learning. We put the learner at the centre of everything we do, because wherever
learning flourishes, so do people. Find out more about how we can help you and your
learners at qualifications.pearson.com

References to third party material made in this specification are made in good faith. Pearson
does not endorse, approve or accept responsibility for the content of materials, which may
be subject to change, or any opinions expressed therein. (Material may include textbooks,
journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

ISBN 978 1 446 94490 5

All the material in this publication is copyright

© Pearson Education Limited 2017
For information about Edexcel, BTEC or LCCI qualifications
visit qualifications.pearson.com

Edexcel is a registered trademark of Pearson Education Limited

Pearson Education Limited. Registered in England and Wales No. 872828

Registered Office: 80 Strand, London WC2R 0RL
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