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Examinerreport-Paper2R-January2019

The Examiners' Report for the January 2019 Pearson Edexcel International GCSE in English Literature highlights positive candidate performance in responding to questions with relevance and depth. Section A showcased strong engagement with modern drama texts, particularly 'An Inspector Calls' and 'The Curious Incident of the Dog in the Night-time', while Section B demonstrated effective analysis of literary heritage texts like 'Romeo and Juliet' and 'Macbeth'. Overall, candidates exhibited a balanced application of assessment objectives, leading to successful and insightful responses.

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21 views

Examinerreport-Paper2R-January2019

The Examiners' Report for the January 2019 Pearson Edexcel International GCSE in English Literature highlights positive candidate performance in responding to questions with relevance and depth. Section A showcased strong engagement with modern drama texts, particularly 'An Inspector Calls' and 'The Curious Incident of the Dog in the Night-time', while Section B demonstrated effective analysis of literary heritage texts like 'Romeo and Juliet' and 'Macbeth'. Overall, candidates exhibited a balanced application of assessment objectives, leading to successful and insightful responses.

Uploaded by

alice.yeungchoiyu
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Examiners’ Report

Principal Examiner Feedback

January 2019

Pearson Edexcel International GCSE


In English Literature (4ET1)

Paper 02R: Modern Drama and Literary


Heritage Texts
Edexcel and BTEC Qualifications

Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body.
We provide a wide range of qualifications including academic, vocational, occupational and
specific programmes for employers. For further information visit our qualifications websites
at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using
the details on our contact us page at www.edexcel.com/contactus.

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Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
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Grade Boundaries

Grade boundaries for all papers can be found on the website at:
https://qualifications.pearson.com/en/support/support-topics/results-certification/grade-
boundaries.html

January 2019
Publications Code 4ET1_02R_1901_ER
All the material in this publication is copyright
© Pearson Education Ltd 2019
General Observations

This series was the second since the launch of the new specification for International
GCSE. Achievement in this small entry was pleasing with candidates responding to the
questions with relevance and interest. Use of well-chosen quotation and reference was
an indicator of success and confidence on the paper.

On Section A, the best answers used full and deep knowledge of their chosen text to form
focused and relevant arguments in response to the question. In these answers, a broad
balance between AO1 and AO2 demands was achieved with candidates exploring well-
selected techniques and their impact. Candidates performed best when they identified
with the texts as drama rather than merely texts. This awareness and insight led to some
effective and apposite comment on detail such as foreshadowing, dramatic irony and
characterisation. On Section B, the best answers used the question to build well-
developed and focused answers that incorporated both AO2 and AO4 aspects with
relevance and seamless fluency of structure. Some effective responses were seen that
engaged fully with the question and provided judiciously chosen detail from the text to
support their arguments. Application of both AO2 and AO4 aspects were largely well
balanced. The best answers used the AO4 elements as inherent to their arguments.

Section A – Modern Drama

An Inspector Calls was the most popular Section A text chosen by candidates in this small
entry. Answers to Question 3 on the theme of money as central to the play’s ideas
reflected a systematic approach with purposeful and balanced application of AO1 and
AO2. The abuse of money and its implications for social justice were considered alongside
power and the backdrop of Capitalism. Question 4 on the presentation of Eva/Daisy
explored Priestley’s portrayal with application of relevant detail and some thoughtful and
sensitive awareness of the character’s situation. In particular, candidates considered
Priestley’s use of the character to represent all working class young men and women who
faced hardship, both at the time the play was written and the time in which it was set.

In terms of The Curious Incident of the Dog in the Night-time, answers to Question 6 on
Christopher’s presentation as a hero combined the effective application of knowledge
and understanding with a sense of the play’s structure and dramatic tension. There was
a genuine sense of engagement with the character’s development and awareness of the
writer’s choices and their impact on audience response.

Section B – Literary Heritage Texts

In terms of Romeo and Juliet, Question 12 required candidates to write about the theme
of violence.
Candidates selected detail appropriately and arguments were well developed with
inclusion of AO2 and AO4 aspects alongside relevant AO1. A good example of ways in
which skills were fused to focus analysis was the use of reference to the Prologue and the
dramatic significance of violent acts to the play’s tragic form and historical context.

Question 13 on Macbeth required candidates to argue about whether or not Lady


Macbeth’s character changes in the play. Answers focused clearly and with insight on the
character of Lady Macbeth and candidates used quotation effectively to support their
points. They considered a number of different ways in which Lady Macbeth can be
perceived to change as the drama unfolds. The sleep walking scene was used with
relevance as well as the changing response to Macbeth’s ambition and power.

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