Getting Ready to Teach
Pearson Edexcel International GCSE
(9–1) English Language A and B
Specifications from September 2016
16IAE08
1
Aims and Objectives
During the training you will:
- Consider the structure, content and assessment of these qualifications, and
the support available to guide you through these changes
- Consider the key changes from 4EA0 & 4EB0
- Explore possible teaching and delivery strategies for the new qualifications
- Understand the optional spoken endorsement component
- Explore exemplar student work to support your understanding of the new
assessment grids
- Learn about the introduction of the new 9–1 grading scale
- Have the opportunity to network, discuss best practice, take away resources
to help with your planning and delivery, and share ideas with other teachers
- Have dedicated time to ask questions of our trainer.
Session Agenda
9.00-9.15 Welcome and introduction to Edexcel International
GCSE English Language changes
9.15 -12.00 (including a break)
Specification A overview
Key assessment features and exemplar responses
12.00-12.45 Lunch
12.45-2.45 (including a break)
Specification B overview and guide to questions
Key assessment features and exemplar responses
2.45-3.00 Plenary
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The International GCSE reforms
• New 9–1 grading scale, with 9 being the top level
• Favourite anthology texts and coursework option retained for Specification A
• Optional Spoken Language endorsement
• Assortment of short, extended and essay questions
• Fully linear structure
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New 9-1 Scale for GCSE
and International GCSE
How does it work?
New grading scale – therefore no direct
comparability with old A*-G
Levels 4 and 5 align to old grade C
Level 7 aligns to grade A
Level 8 & 9 align to grade A*
Level 9 represents a higher level of
attainment than A* grade boundary
Introduced in GCSE in 3 phases 2015-
2017
Introduced into new International GCSE in
one phase for first teaching September
2017
Option to start early for English and Maths
from September 2016
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Why choose Edexcel International
GCSE (9–1) English Language
• Text types and text choices
o Engaging and diverse range of texts
• Option for Coursework (Spec A) or Examination (Specs A&B)
• Clear and straightforward question papers and mark schemes
• Broad and deep development of learners’ skills
o Read and respond to material from a variety of sources
o Make comparisons between texts and analyse the ways in which writers
achieve their effects
o Construct and convey meaning in written language, matching style to
audience and purpose
• Development of spoken language skills
• Progression to A Level
6
Specification A
Introduction to the Assessment
Assessment Objectives /
Content Skills Tested
Structure of Assessment
Study a range of non-fiction and Three Reading Assessment Paper 1: Non-fiction and
fiction texts from the Pearson Objectives covering Transactional Writing - 60%.
Edexcel International GCSE understanding of texts, critical Paper 2 OR Paper 3
Anthology. analysis and comparison. (coursework): Poetry and Prose
Develop skills to analyse writing. Two Writing Assessment texts and Imaginative Writing -
Develop skills of transactional Objectives covering content and 40%.
and imaginative writing. structure and accuracy. Spoken Language endorsement
Develop speaking and listening One Spoken Language (optional).
skills.* Assessment Objective.*
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9
Questions will test the following
assessment objectives (AOs)
Paper Section AO
1 A AO1, AO2, AO3
1 B AO4, AO5
2 A AO1, AO2
2 B AO4, AO5
3 Assignment A AO1, AO2
3 Assignment B AO4, AO5
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Paper 1: Non-fiction and
Transactional Writing
Section A
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Paper 1 Section A
Non-fiction Texts
• A mixture of short-answer and extended-response questions:
• three short-answer questions on an unseen non-fiction text
• one extended-response question on an anthology text from Part 1 Non-
fiction texts
• one comparison question on the unseen and the same selected anthology
text
• Anthology text printed in examination booklet
• AO1, AO2 and AO3 assessed
• 45 marks
Anthology texts for Paper 1 Section A
Non-fiction
• From The Danger of a Single Story, Chimamanda Ngozi Adichie (new)
• From A Passage to Africa, George Alagiah
• From The Explorer’s Daughter, Kari Herbert
• Explorers, or boys messing about?, Steven Morris
• From Between a Rock and a Hard Place, Aron Ralston (new)
• Young and Dyslexic?, Benjamin Zephaniah (new)
• From A Game of Polo with a Headless Goat, Emma Levine
• From Beyond the Sky and the Earth, Jamie Zeppa (new)
• From H is for Hawk, Helen Macdonald (new)
• From Chinese Cinderella , Adeline Yen Mah
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New texts
• From The Danger of a Single Story - a speech reminding us that all people’s lives
and identities are composed of many overlapping stories
• From Between a Rock and a Hard Place - an autobiographical account of a
terrifying hiking accident
• Young and Dyslexic? - a poet’s account of his experiences in life as a dyslexic
• From Beyond the Sky and the Earth - a young Canadian woman’s memoir of her
time teaching in Bhutan
• From H is for Hawk - how training a goshawk helped the author overcome her grief
at her father’s death.
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Question 1 and
exemplar
15
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Question 2 and
exemplar
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18
Question 3 and
exemplar
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Question 4 and
exemplar
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Question 5 and
exemplar
Approaches to teaching unseen analysis and
comparison with anthology text
• Use past papers to study the types of non-fiction unseen texts
• Introduce parts of, or whole, anthology texts as unseen
• Explore topics which are suggested by the texts in the Part 1 section of
the Anthology
• Research possible short non-fiction texts on similar topics and devise
short questions to test understanding
• Devise a linking analytical question
• Based on themes or issues to both texts, devise a comparative
question.
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Paper 1: Non-fiction and
Transactional Writing
Section B
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Paper 1 Section B
Transactional Writing
• Students are advised to allocate 45 minutes
• One writing task
• Choice of two questions
• Transactional focus: articles for newspapers or magazines, speeches, letters, etc.
• AO4 and AO5 assessed
• 45 marks
Paper 1 Section B SAMS questions
6. ‘There is no point in travelling when you can see everything and learn about
everything from the television and the internet.’
Write an article for a magazine giving your views on this statement.
7. ‘Schools and colleges have a duty to ensure their students keep fit.’
You have been asked to give a speech in which you express your views on this
statement.
(3 supporting bullet points with each question to aid response.)
Your response will be marked for the accurate and appropriate use of vocabulary,
spelling, punctuation and grammar.
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Paper 1 Section B
Exemplars
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Transactional Writing
Script 1B2 Q6 AO4 Level 3 – 14 marks
AO5 Level 3 – 10 marks = 24 marks
Script 1B4 Q7 AO4 Level 5 – 27 marks
AO5 Level 5 – 18 marks = 45 marks
Paper 2: Poetry and
Prose Texts and
Imaginative writing
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Anthology texts for Paper 2 Section A
Poetry and Prose Fiction
• Disabled, Wilfred Owen
• ‘Out, Out -’, Robert Frost
• An Unknown Girl , Moniza Alvi
• The Bright Lights of Sarajevo, Tony Harrison (new)
• Still I Rise, Maya Angelou (new)
• The Story of an Hour, Kate Chopin (new)
• The Necklace, Guy de Maupassant
• ‘Significant Cigarettes’ (from The Road Home), Rose Tremain (new)
• ‘Whistle and I’ll Come to You’ (from The Woman in Black), Susan Hill
(new)
• Night, Alice Munro (new)
New texts
• The Bright Lights of Sarajevo - a poem about how young love survives despite the
devastation caused by the Bosnian War
• Still I Rise - a powerful poem about hope and determination
• The Story of an Hour - tells of the last hour of a woman’s life with a surprising twist
• ‘Significant Cigarettes’ (from The Road Home) - an extract that describes migrant
Lev on his journey to England
• ‘Whistle and I’ll Come to You’ (from The Woman in Black) - an extract from the well-
known Gothic ghost story
• Night - a story about a young girl’s relationship with her sister and father.
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Paper 2
(Examination Route)
Section A Poetry and Prose
• Essay question on ONE Anthology text from Part 2 of Anthology
• AO1 and AO2 assessed
• 30 marks
• Section B Imaginative Writing
• Creative response
• AO4 and AO5 assessed
• 30 marks: AO4 (18marks )
AO5 (12 marks)
Paper 2 Section A
Question and
exemplars
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Paper 2 Section A
SAMs question
Question 1: How does the writer develop feelings of isolation in Whistle and I’ll
Come to You?
In your answer, you should write about:
• the weather and the setting
• the effects of the writer’s childhood memories
• the use of language.
You should support your answer with close reference to the passage,
including brief quotations.
(30)
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Paper 2 Section A exemplar marks
Script 2A1 Q1 AOs1/2 Level 3 - 18 marks
Script 2A2 Q1 AOs1/2 Level 3 - 16 marks
Script 2A3 Q1 AOs1/2 Level 4 - 22 marks
Script 2A4 Q1 AOs 1/2 Level 5 - 30 marks
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Paper 2 Section B
Questions and
exemplars
38
Paper 2 Section B SAMs questions
2. Write about a time when you, or someone you know, had an unexpected
experience. Your response could be real or imagined.
3. Write a story with the title ‘Left Behind’. Your response could be real or
imagined.
4. Look at the images provided.
Write a story that begins ‘I wanted to make my own decision’. Your response
could be real or imagined. You may wish to base your response on one of the
images.
(30)
Paper 2 Section B exemplar marks
Script 2B1 Q2 AO4 Level 4 – 13 marks
AO5 Level 4 - 8 marks = 21 marks
Script 2B2 Q2 AO4 Level 3 – 10 marks
AO5 Level 3 - 6 marks = 16 marks
Script 2B3 Q3 AO4 Level 3 – 11 marks
AO5 Level 4 - 8 marks = 19 marks
Script 2B4 Q3 AO4 Level 5 – 18 marks
AO5 Level 5 - 11 marks = 29 marks
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Paper 3 Coursework
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Assignment A: Poetry and Prose:
Reading (20%)
Part 1: students must produce one essay exploring a topic of their choice on
two anthology texts
AO1 (6 marks) and AO2 (18 marks) are assessed
Part 2: a short commentary of 200-300 words on why the student chose the
two texts
AO1 (6 marks) is assessed
Total 30 marks
Suggested titles
• Discuss how the authors use language to present the characters in The Story
of an Hour and The Bright Lights of Sarajevo.
• Consider any two texts about children. How are they similar? How do they
differ?
• Pick any two poems. How do they use language to reflect the idea of a
turning-point?
The assignment must allow students to access both A01 and A02.
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How to approach the commentary -
advice to students
• Does your commentary give an overview of the anthology texts as a whole?
• Does your commentary pinpoint some key ideas or connecting themes?
• Have you demonstrated your understanding of your reading and supported your
points?
• Have you made your selection clear?
• Have you discussed and explained your choices in a clear and coherent way?
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A model exemplar commentary
Many of the texts I have been studying deal with topics such as war, freedom, places
but I decided to focus my study on hopes and dreams. In many of the texts, I noticed the
narrator or voice in the poem had different hopes and dreams. For example, the
persona in Maya Angelou’s poem talks about how she is ‘the dream and the hope of the
slave’ suggesting an optimistic ending, whereas in The Necklace, Mathilde’s dreams are
of being, ‘popular, envied and attractive’ and her story seems to give a moral message
about wanting materialistic things.
For my assignment on hopes and dreams I selected the story of Lev in ‘Significant
Cigarettes’. This story made an impact on me as I could see how desperate Lev was to
have to leave his homeland to reach London.
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Assignment B: Imaginative Writing (20%)
A piece of personal or imaginative writing based on a selective topic.
The topic could be inspired by a range of stimuli.
Students may write about real or imagined experiences.
The topics must address the following objectives:
AO4 (18 marks) and AO5 (12 marks)
Total 30 marks
This may be teacher-devised or self-devised.
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Suggested titles
• Write a story about an important item that is lost.
• “I’ve left Auror and that leaving of my home was hard and bitter, but my time is
coming.” After reading ‘Significant Cigarettes’ write what you imagine might be
the next episode in Lev’s story.
• ‘During the night the wind rose.’ Write your own imaginative piece that begins
with those words.
• Write a story that takes freedom as its main theme.
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Spoken Language
optional endorsement
for both specifications
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Overview
• Students are required to complete one task – a formal presentation followed by
listening to, and answering, questions.
• The presentation and questions need to be approximately 10 minutes in length.
• The students are marked using the pass, merit, distinction grids.
• The marks are submitted at the end of the course along with a sample of audio-
visual recordings of 30 students unless the cohort is fewer than 30, in which
case all students will need to be recorded.
• See the Specification for the marking assessment sheet and more details on
the recording and submitting of a spoken language sample.
Marking criteria
Pass Merit Distinction
In addition to the general In addition to the general In addition to the general
criteria, to be awarded a Pass criteria, to be awarded a Merit criteria, to be awarded a
a Learner's performance in a Learner's performance in Distinction a Learner's
his or her spoken language his or her spoken language performance in his or her
assessment must meet all of assessment must meet all of spoken language assessment
the following criteria – the following criteria – must meet all of the following
• expresses straightforward • expresses challenging criteria –
ideas/information/ ideas/information/ • expresses sophisticated
feelings feelings using a range of ideas/information/feelings
• makes an attempt to vocabulary using a sophisticated
organise and structure his • organises and structures repertoire of vocabulary
or her presentation his or her presentation • organises and structures
• makes an attempt to clearly and appropriately his or her presentation
meet the needs of the to meet the needs of the using an effective range of
audience audience strategies to engage the
• listens to • achieves the purpose of audience
questions/feedback and his or her presentation • achieves the purpose of
provides an appropriate • listens to his or her presentation
response in a straight questions/feedback • listens to
forward manner. responding formally and questions/feedback,
in some detail. responds perceptively and
if appropriate elaborates
with further ideas and
information.
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Specification B
Introduction to the Assessment
Assessment Objectives /
Content Skills Tested
Structure of Assessment
Develop skills to analyse a range Three Reading Assessment One three-hour written
of literary fiction and non-fiction Objectives covering examination paper: no set or pre-
texts. understanding of texts, critical release texts; unseen source
Develop skills of imaginative and analysis and comparison. material issued in examination.
transactional writing for a variety Two Writing Assessment Divided into three sections: A
of purposes and audiences. Objectives covering content and (40%), B (30%) and C (30%).
Develop speaking and listening structure and accuracy. Spoken Language endorsement
skills.* One Spoken Language (optional).
Assessment Objective.*
52
53
Questions will test the following
assessment objectives (AOs)
Section Question AO
A 1,2,4,5 AO1
A 3,6, AO2
A 7 AO3
B 8 AO1,AO4, AO5
C 9, 10, 11 AO4, AO5
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Key Features of International GCSE
English Specification B
Section A requires students to understand and interpret two unseen texts, show
understanding of how writers use language and compare the two texts.
Section B requires students to use both reading and writing abilities to produce a
piece of directed writing based on the texts they have read.
Section C allows students to develop their own writing either creatively or
imaginatively or to produce a coherent argument.
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What’s new?
The examination remains very similar to the current specification - the
extracts will continue to be sourced from literary fiction or non-fiction texts
and the tasks in Section B and C remain essentially the same.
The number of questions has been reduced in Section A.
The number of AOs has been increased to reflect more accurately the
skills being assessed and to make it more comparable with the UK GCSE
examinations.
An optional Spoken Language Endorsement. If a student completes the
endorsement, it will appear on the certificate as a separately reported
grade.
56
Assessment summary
Section A – Questions are related to two previously unseen extracts. Assesses
students’ understanding of, and response to, stimulus material (40 marks).
Section B – ONE 30-mark directed writing task, based on the ideas presented in
the source texts involving a given audience, form or purpose. Assesses students’
ability to write according to guidelines, in response to stimulus material.
Section C – ONE 30-mark writing task, from a choice of three (discursive,
narrative, and descriptive).
The total number of marks available is 100.
The assessment duration is 3 hours.
57
Section A questions
and exemplars
58
Exam question guide: Section A
• The first two questions on each text are simple retrieval questions focusing on
AO1, similar to the short questions in the existing specification.
• The third question on each text focuses on AO2 and requires students to give a
more detailed response, exploring how the writer uses linguistic and structural
devices to achieve effects.
• Question 7 will require students to compare the two texts (AO3). This will allow
students to make relevant and cogent connections and contrasts of the ways that
the writers present their ideas and perspectives.
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Question 3 exemplar
Question 6 exemplar
61
Question 7 exemplar
62
Section B question
and exemplar
63
Exam question guide: Section B
• This section is designed to test the candidates’ ability to use relevant information
from the unseen extracts used in response to Section A and to present it for a
given audience and purpose.
• They will be asked to use a recognised form of writing such as a speech or talk,
a letter, magazine article or website contribution.
• Responses will be assessed on the relevance of the information, the sense of
audience and purpose and the quality and accuracy of expression.
• There will be no choice of questions in Section B.
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Question 8 question
Question 8 exemplar
66
Section B
Encourage students to think about:
• Audience
• Purpose
• Language
• Tone
• Format
• Evidence from both texts
• Using own words
67
Section C questions
and exemplars
68
Exam question guide: Section C
• Students have the opportunity to be personal and creative and write in an
interesting manner
• They should aim to write with varied vocabulary and fluency and from an
individual perspective
• Choice of three titles
• Essays may be narrative, descriptive, personal, argumentative or discursive
• There may be opportunities to respond personally and imaginatively to the
themes presented in the reading texts but it is not appropriate to copy from
them or to use the key ideas from them.
Section C questions
EITHER
9 ‘To travel is better than to arrive.’ Discuss.
(Total for Question 9 = 30 marks)
OR
10 Write a story (true or imaginary) entitled ‘The Beginning’.
(Total for Question 10 = 30 marks)
OR
11 Describe a place that has made an impression on you.
(Total for Question 11 = 30 marks)
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Question 10 exemplar
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Section C comments from the mark
scheme
• No audience is specified: candidates should write for the examiner, and any
justifiable methods of communication will be rewarded.
• Question 9: Candidates are free to agree or disagree with the statement and
may present a variety of arguments.
• Question 10: Candidates may interpret the title as they wish. They will be
rewarded for such qualities as a sense of drama, vivid description, excitement
or suspense.
• Question 11: Candidates should be rewarded for their powers to evoke a
place, using effective vocabulary (e.g. from the senses or descriptions of natural
scenes).
72
General advice
for both specifications
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Reading questions AO1 and AO2
Phrases that might be helpful:
To introduce quotations
The evidence that supports this is...
This is evident when...
This is apparent when...
This is illustrated by...
This is demonstrated by...
To introduce explanations
This suggests that...
This infers that...
This implies that...
This insinuates that...
This shows that...
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Comparison question AO3
Encourage students to think about drawing links between the following
elements:
• Narrative voice
• Content
• Themes
• Ideas and perspectives
• Language and structure
• Tone
• Setting
• Purpose
• Format
They must use:
• Evidence from both texts
• Words/phrases of comparison/contrast
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Writing questions AO4 & AO5
Consider:
• Purpose
• Audience
• Form
• Tone
Think about:
• appropriate vocabulary
• sentence types/length; range of punctuation
• appropriate content
• register - levels of formality
- should be lively and interesting
• rhetorical devices
• paragraphing and cohesive structure
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Published resources for International
GCSE (9-1) English Language A&B
New student books for each specification:
• Provide comprehensive coverage of the specification and are designed to
supply students with the best preparation possible for the examination.
• Are written by a team of highly experienced English teachers, authors and
academics.
• Provide free access to an ActiveBook, a digital version of the Student Book,
which can be accessed online, anytime and anywhere, supporting learning
beyond the classroom.
• Have chapters which are mapped closely to the specification to provide
comprehensive coverage and are enhanced by targeted reading and writing
skills sections.
• Have differentiated exercises and exam practice throughout, to embed
learning.
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Published resources(cont.)
• Signpost transferable skills, needed for progression into higher education
and employment, allowing students to understand, and engage with, the
skills they are gaining.
• Reference Pearson progression tools which allow quick and easy
formative assessment of student progress, linked to guidance on how to
personalise learning solutions.
• Resources have been reviewed by a language specialist to ensure the
book is written in a clear and accessible style for students whose first
language may not be English.
• Include a glossary of key English terminology.
Available to order now at:
http://www.pearsonglobalschools.com/index.cfm?
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And finally…
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Support
For more information:
Please contact your subject advisor:
Clare Haviland
Intl: +44 (0)20 7010 2183
Sign up to her subject advisor updates at:
teachingenglish@pearson.com
Visit the website for support materials:
www.edexcel.com/english
Statistics
If you would like to know more about examination statistics, you may find these
links of interest to you.
Examination Results Statistics
http://qualifications.pearson.com/en/support/support-topics/results-
certification/grade-statistics
Results statistics summarise the overall grade
outcomes of candidates sitting Edexcel
examinations.
Grade Boundaries
http://qualifications.pearson.com/en/support/support-
topics/results/certification/grade-boundaries.html
This page shows the minimum marks needed to achieve a certain grade for all UK
and international examinations.
Also refer to the Examiner’s Report which is available for download with other
documents.
81
Statistics continued
ResultsPlus
http://qualifications.pearson.com/en/support/Services/ResultsPlus.html
Edexcel’s free online service giving instant and detailed analysis of your
students’ exam and mock performance
see your students’ scores for every exam question
understand how your students’ performance compares with Edexcel national
averages
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