SPECIMEN MATERIAL 1

GCSE
English Language
Paper 1 Explorations in creative reading and writing
Mark Scheme

8700

Version 2.0
 2 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

Mark schemes are prepared by the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.

Copyright © 2014 AQA and its licensors. All rights reserved.

AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy
material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to
schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.
 3 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

Marking methods

In fairness to students, all teachers must use the same marking methods. The following
advice may seem obvious, but all teachers must follow it as closely as possible.

1. Refer constantly to the mark scheme throughout marking.

2. Always credit accurate, relevant and appropriate answers which are not given in
the mark scheme.
3. Use the full range of marks. Don’t hesitate to give full marks when the answer
merits them.
4. The key to good and fair marking is consistency. Do not change your standard of
marking.
 4 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

INTRODUCTION

The information provided for each question is intended to be a guide to the kind of
answers anticipated and is neither exhaustive nor prescriptive. All appropriate
responses should be given credit.

Where literary or linguistic terms appear in the Mark Scheme, they do so generally for the
sake of brevity. Knowledge of such terms, other than those given in the specification, is
not required. However, when determining the level of response for a particular answer,
examiners should take into account any instances where the student uses these terms
effectively to aid the clarity and precision of the argument.

Level of response marking instructions

Level of response mark schemes are broken down into four levels. There are two, four,
five or six marks in each level; dependent upon question.

Please note: The sample responses in each Indicative Standard/Content Descriptor

column are not intended to be complete, full or model answers. Instead, they are
there as a guide, to provide you with part of an answer, an indicative extract of a
response at the required level. If a student was to continue to develop a response
at that standard, they would gain a mark at that level.

Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the
answer meets the descriptor for that level. The descriptor for the level indicates the
different qualities that might be seen in the student’s answer for that level. If it meets the
lowest level then go to the next one and decide if it meets this level, and so on, until you
have a match between the level descriptor and the answer. With practice and familiarity
you will find that for better answers you will be able to quickly skip through the lower levels
of the mark scheme.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. You may well need to
read back through the answer as you apply the mark scheme to clarify points and assure
yourself that the level and the mark are appropriate.

The Skills Descriptors column indicates the different skills that students need to
demonstrate in their answer for that level. To achieve full marks in a level, students
should meet all of the skills descriptors in that level. Students achieving marks at the
bottom of a level will ideally have met all of the skills descriptors of the previous level and
at least one of the skills descriptors in that level.

An answer which contains nothing of relevance to the question must be awarded no

marks.
 5 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

SECTION A: READING – Assessment Objectives

AO1 • Identify and interpret explicit and implicit information and ideas.

• Select and synthesise evidence from different texts.

AO2 • Explain, comment on and analyse how writers use language and structure
to achieve effects and influence readers, using relevant subject
terminology to support their views.

AO3 • Compare writers’ ideas and perspectives, as well as how these are
conveyed, across two or more texts.

AO4 • Evaluate texts critically and support this with appropriate textual references.

SECTION B: WRITING – Assessment Objectives

AO5 • Communicate clearly, effectively and imaginatively, selecting and adapting

tone, style and register for different forms, purposes and audiences.

• Organise information and ideas, using structural and grammatical features

to support coherence and cohesion of texts.

AO6 • Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation. (This
requirement must constitute 20% of the marks for each specification as a
whole).
 6 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

Assessment Section A
Objective
AO1 

AO2 

AO3 N/A

AO4 

Section B

AO5 

AO6 
 7 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1
Section A: Reading

0 1 Read again the first part of the source, lines 1 to 7.

List four things from this part of the text about the weather in Cornwall.
[4 marks]
Give 1 mark for each point about the weather:

• responses must be true, and drawn only from lines 1 to 7 of the text
• responses must relate to the weather
• students may quote or paraphrase
• a paraphrased response covering more than one point should be credited for each point
made – though paraphrased responses must demonstrate evidence of identification of
information that is specific to the focus of the question as required by AO1
• responses that copy the whole section of the text from lines 1 to 7 verbatim should not be
credited any marks as this does not provide any evidence of identification of information
that is specific to the focus of the question as required by AO1.

Note: The indicative content must not be treated as exhaustive and reference must be made to
the selected section of the text.

AO1 • Identify and interpret explicit and implicit information and ideas
• Select and synthesise evidence from different texts.
This assesses bullet point 1 identify and interpret explicit and implicit information and
ideas

Indicative content; students may include:

• it was a cold day
• the weather had changed overnight
• there was a wind
• there was mist on the hills
• the air was clammy
• the air was cold
• it was raining

Or any other valid responses that you are able to verify by checking the source.
 8 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

0 2 Look in detail at this extract from lines 8 to 18 of the source:

(Extract in question paper)

How does the writer use language here to describe the effects of the weather?

You could include the writer’s choice of:

• words and phrases

• language features and techniques
• sentence forms.
[8 marks]

AO2
Explain, comment on and analyse how writers use language and structure to achieve effects
and influence readers, using relevant subject terminology to support their views
This question assesses Language ie: Words / Phrases / Language Features / Language
Techniques / Sentence Forms

Level Skills Descriptors How to arrive at a Indicative Standard

mark
This indicative
standard is not a
model answer, or a
complete response.
Nor does it seek to
exemplify any
particular content.
Rather, it is an
indication of the
standard for the level.

Level 4 Shows detailed and At the top of the The opening

perceptive understanding of level, a student’s paragraph consists of
Detailed, language: response will meet a single, complex
perceptive • Analyses the effects of all of the skills sentence perhaps
analysis the writer’s choices of descriptors. reflecting the onward
language movement of the
7-8 marks • Selects a judicious coach. The adjective
range of textual detail ‘exposed’ and the
• Makes sophisticated noun ‘force’, evoke the
and accurate use of idea of vulnerability,
subject terminology danger, and how little
control man has over
the power of nature.
The verb ‘rocking’,
progresses the
cumulative effect of
the list of verbs,
‘shaking’, ‘trembled’,
‘swayed’ leading to
the simile, ‘rocking
between the high
 9 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

wheels like a drunken

At the bottom of the man’ suggesting the
level, a student will coach is lurching
have Level 3 and at haphazardly, its
least one of the movement out of
skills descriptors. control.

Level 3 Shows clear understanding At the top of the The opening, complex
of language: level, a student’s sentence is long and
Clear, relevant • Explains clearly the response will meet so gives the effect of a
explanation effects of the writer’s all of the skills never-ending storm.
choices of language descriptors. Then nouns like
5-6 marks • Selects a range of ‘gusts’ and ‘force’ are
relevant textual detail used to show the
• Makes clear and reader how
accurate use of subject unpredictable and
terminology strong the wind was.
The effect of the wind
on the coach is built
up by the writer’s use
of verbs –‘shaking’,
then ‘trembled’, then
At the bottom of the ‘swayed’. The word
level, a student will ‘trembled’ makes it
have Level 2 and at sound as if the coach
least one of the is almost frightened of
skills descriptors. the weather.

Level 2 Shows some understanding At the top of the The writer says, ‘The
of language: level, a student’s wind came in gusts at
Some, • Attempts to comment response will meet times shaking the
Understanding on the effect of all of the skills coach’. The word
and comment language descriptors. ‘gusts’ emphasises
• Selects some that sometimes the
3-4 marks appropriate textual wind blew stronger
detail than others and was
• Makes some use of making the coach
subject terminology, shake or shudder. The
mainly appropriately phrase, ‘shaking the
coach’, has the effect
At the bottom of the of making us feel
level, a student will frightened for the
have Level 1 and at passengers because
least one of the you shake when you
skills descriptors. are afraid.

Level 1 Shows simple awareness of At the top of the The writer says ‘The
language: level, a student’s wind came in gusts at
Simple, limited • Offers simple comment response will meet times shaking the
comment on the effect of all of the skills coach’. The word
language descriptors. ‘gusts’ emphasises
1-2 marks • Selects simple that sometimes the
references or textual wind was strong and
details At the bottom of the was making the coach
level, a student will shake.
 10 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

• Makes simple use of have at least one of

subject terminology, not the skills
always appropriately descriptors.

Level 0 No comments offered on the use of language.

No marks Nothing to reward

AO2 content may include the effect of ideas such as:

• use of sentence length variously related to the content of the extract
• use of, for example, nouns and verbs to enhance description
• the cumulative effect of chosen words and phrases
• employing imagery such as simile.
 11 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

0 3 You now need to think about the whole of the source.

This text is from the opening of a novel.

How has the writer structured the text to interest you as a reader?

You could write about:

• what the writer focuses your attention on at the beginning

• how and why the writer changes this focus as the source develops
• any other structural features that interest you.
[8 marks]

AO2
Explain, comment on and analyse how writers use language and structure to achieve effects
and influence readers, using relevant subject terminology to support their views
This question assesses how the writer has structured a text. Structural features can be:
at a whole text level eg. beginnings / endings / perspective shifts; at a paragraph level eg. topic
change / aspects of cohesion; and at a sentence level when judged to contribute to whole
structure.

Level Skills Descriptors How to arrive at a Indicative Standard

mark
This indicative standard
is not a model answer, or
a complete response.
Nor does it seek to
exemplify any particular
content. Rather, it is an
indication of the standard
for the level.

Level 4 Shows detailed and At the top of the The text, about a
perceptive understanding level, a student’s journey, is structured to
Perceptive, of structural features: response will meet also take the reader on a
detailed • Analyses the effects of all of the skills journey: from the general
analysis the writer’s choice of descriptors. to the specific; from the
structural features outside to the inside;
7-8 marks • Selects a judicious from the weather,
range of examples through the coach, the
• Makes sophisticated driver and horses, to the
and accurate use of passengers.
subject terminology
There is also a constant
reminder of the weather
which permeates each
part – the ‘little drips of
rain’ that came through
the roof and, later, ‘the
rain oozed through the
crack in the roof’ onto
Mary’s shoulder – so the
 12 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

reader is constantly
made wet and
uncomfortable, just like
the passengers.
Around the middle of the
extract, the outside and
the inside are made to
coincide when the old
man opens the window –
this also moves the focus
of the reader to the
inside of the coach

The text narrows down to

take the reader from the
countryside of Cornwall –
the wide ‘granite sky’ and
the evening which
‘closed upon the hills’, to
the inside of Mary
At the bottom of the Yellan’s head as she
level, a student will contemplates the
have Level 3 and at weather and hopes for a
least one of the skills ‘momentary trace’ of
descriptors. ‘blue heaven’.

Level 3 Shows clear At the top of the The main structure of the
understanding of level, a student’s story, which begins with
Clear, structural features: response will meet the weather, moves from
relevant • Explains clearly the all of the skills the outside with the rain
explanation effects of the writer’s descriptors. and wind that came ‘in
choice of structural gusts’ and which includes
5-6 marks features the driver and horses, to
• Selects a range of the inside of the coach
relevant examples and the individual
• Makes clear and characters who are the
accurate use of passengers. The reader
subject terminology is able to understand the
extremity of the weather
and then go inside to the
relative calm and meet
the passengers.
As the extract develops it
changes the focus from
the weather to the driver,
then the horses, then the
coach, then the
At the bottom of the passengers. The reader’s
level, a student will experience narrows down
have Level 2 and at to Mary Yellan, whose
least one of the skills thoughts take the reader
descriptors. back to the weather.
 13 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

Level 2 Shows some At the top of the The writer writes about
understanding of level, a student’s the weather in the first
Some, structural features: response will meet paragraph which makes
understanding • Attempts to comment all of the skills the reader feel they were
and comment on the effect of descriptors. there in the cold and rain.
structural features It then moves on to focus
3-4 marks • Selects some on some individuals, so
appropriate examples we can pick them out –
• Makes some use of the driver and then the
subject terminology, people inside the coach,
mainly appropriately making the reader feel
At the bottom of the more comfortable but still
level, a student will feeling the drips of rain.
have Level 1 and at So overall the writer
least one of the skills changes the focus from
descriptors. outside to inside.

Level 1 Shows simple awareness At the top of the The text is written in
of structural features: level, a student’s paragraphs which makes
Simple, • Offers simple response will meet it easy to read. It tells us
limited comment on the effect all of the skills about the weather first
comment of structural features descriptors. which sets the scene and
• Selects simple then moves on to tell us
1-2 marks references or about the coach.
examples
• Makes simple use of At the bottom of the
subject terminology, level, a student will
not always have at least one of
appropriately the skills descriptors.

Level 0 No comments offered on the use of structure

No marks Nothing to reward

AO2 content may include the effect of ideas such as:

• the overall structure of a journey – moving through place
• the change of structural focus from outside to inside
• the consistent reminder of the weather, recapitulated through the text
• narrowing down the focus to the individual characters.
 14 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

0 4 Focus this part of your answer on the second part of the source from line 19 to the
end.

A student, having read this section of the text said: “The writer brings the very different
characters to life for the reader. It is as if you are inside the coach with them.”

To what extent do you agree?

In your response, you could:

• write about your own impressions of the characters

• evaluate how the writer has created these impressions
• support your opinions with references to the text.
[20 marks]

AO4
Evaluate texts critically and support this with appropriate textual references

Level Skills Descriptors How to arrive at a Indicative Standard

mark
This indicative standard
is not a model answer, or
a complete response.
Nor does it seek to
exemplify any particular
content. Rather, it is an
indication of the standard
for the level.

Shows perceptive and At the top of the We might think that the
Level 4 detailed evaluation: level, a student’s passengers are a unified
• Evaluates critically and response will meet group because the writer
Perceptive, in detail the effect(s) on all of the skills refers to them
detailed the reader descriptors. collectively: ‘The few
evaluation • Shows perceptive passengers huddled
understanding of writer’s together for warmth’, but
16-20 marks methods their actions suggest
• Selects a judicious range how different they are.
of textual detail The ‘old fellow’ is short
• Develops a convincing tempered and pompous
and critical response to with a sense of his own
the focus of the importance, but also
statement ridiculous in his actions.
The writer’s choice of the
word ‘petulant’ shows
how his behaviour was
childish. He also makes
rash statements – that
he would ‘never travel by
coach again’ which the
reader knows is of no
interest to the driver he is
swearing at. In the end,
he is reduced to
muttering. These
 15 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

At the bottom of the complexities help the

level, a student will reader understand the
have Level 3 and at stresses of the journey
least one of the skills and the different sides to
descriptors. the man.

Shows clear and relevant At the top of the The writer brings the
Level 3 evaluation: level, a student’s characters alive by
• Evaluates clearly the response will meet making them behave and
Clear, effect(s) on the reader all of the skills react differently. The ‘old
relevant • Shows clear descriptors. fellow’ from Truro loses
evaluation understanding of writer’s his temper with the driver
methods but makes things worse
11-15 marks • Selects a range of for everybody by opening
relevant textual the window and ‘bringing
references a shower of rain on
• Makes a clear and himself and his fellow-
relevant response to the passengers’. This
focus of the statement amuses the reader
because the man is
angry and foolish. We
also understand the irony
of his actions and how
pointless it is cursing the
driver, who the reader
knows is doing his best.
The writer makes the
At the bottom of the man seem unreasonable
level, a student will and out of control by the
have Level 2 and at use of excessive, almost
least one of the skills violent words like ‘rogue’
descriptors. and ‘murderer’.

Shows some attempts at At the top of the The characters are good
Level 2 evaluation: level, a student’s because the writer
• Makes some evaluative response will meet includes detail to make
Some comment(s) on effect(s) all of the skills them seem different.
evaluation on the reader descriptors. The ‘old fellow’ makes us
• Shows some laugh because he is so
6-10 marks understanding of writer’s angry that he is
methods ‘fumbling’ with the
• Selects some window sash and so gets
appropriate textual everybody wet. The
reference(s) writer makes us
• Makes some response understand that he is
to the focus of the At the bottom of the also grumpy by telling us
statement level, a student will that he had ‘kept up a
have Level 1 and at constant complaint ever
least one of the skills since he joined the
descriptors. coach from Truro’.

Level 1 Shows simple, limited At the top of the The characters are good
evaluation: level, a student’s because you can see
Simple, • Makes simple, limited response will meet what they are like. The
limited all of the skills old man is funny
 16 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

evaluation evaluative comment(s) descriptors. because he opens the

on effect(s) on reader window and makes
1-5 marks • Shows limited everybody wet. Also the
understanding of writer’s writer makes us
methods understand he is angry
• Selects simple, limited by saying ‘he rose from
textual reference(s) his seat in a fury’.
• Makes a simple, limited At the bottom of the
response to the focus of level, a student will
the statement have at least one of
the skills descriptors.
Level 0
No marks No relevant comments offered in response to the statement, no impressions, no
evaluation.

AO4 Content may include the evaluation of ideas such as:

• the passengers as a unified group, all in the same predicament
• the individual characteristics of the passengers, their actions and reactions to the
situation they are in
• interactions between the characters – the dynamic between the characters
• how the writer has used, for example, language, structure, tone to make an impression
on the reader.
 17 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

Section B: Writing

0 5 You are going to enter a creative writing competition.

Your entry will be judged by a panel of people of your own age.

Either: Write a description suggested by this picture: (picture of a coastline in a

tumultuous storm)

Or: Write the opening part of a story about a place that is severely affected by the
weather.

(24 marks for content and organisation and

16 marks for technical accuracy)
[40 marks]

AO5 Content and Organisation

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and
register for different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support
coherence and cohesion of texts.

Level Skills Descriptors How to arrive at a

mark

Content At the top of the

Level 4 Upper • Register is convincing and compelling range, a student’s
Level 4 for audience response will meet
19-24 marks • Assuredly matched to purpose all of the skills
22-24 • Extensive and ambitious vocabulary descriptors for
Compelling, marks with sustained crafting of linguistic Content and
Convincing devices Organisation

Organisation
• Varied and inventive use of structural At the bottom of the
features range, a student will
• Writing is compelling, incorporating a have the lower
range of convincing and complex range of Level 4 and
ideas at least one of the
• Fluently linked paragraphs with skills descriptors for
seamlessly integrated discourse Content and
markers Organisation from
the upper range of
Level 4
 18 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

Content At the top of the

Lower • Register is convincingly matched to range, a student’s
Level 4 audience response will meet
• Convincingly matched to purpose all of the skills
19-21 • Extensive vocabulary with conscious descriptors for
marks crafting of linguistic devices Content and
Organisation
Organisation
• Varied and effective structural
features
• Writing is highly engaging with a At the bottom of the
range of developed complex ideas range, a student will
• Consistently coherent use of have the upper
paragraphs with integrated discourse range of Level 3 and
markers at least one of the
skills descriptors for
Content and
Organisation from
the lower range of
Level 4

Content At the top of the

Level 3 Upper • Register is consistently matched to range, a student’s
Level 3 audience response will meet
13-18 marks • Consistently matched to purpose all of the skills
16-18 • Increasingly sophisticated vocabulary descriptors for
Consistent, marks and phrasing, chosen for effect with a Content and
Clear range of successful linguistic devices Organisation

Organisation
• Effective use of structural features
• Writing is engaging, using a range of At the bottom of the
clear connected ideas range, a student will
• Coherent paragraphs with integrated have the lower
discourse markers range of Level 3 and
at least one of the
skills descriptors for
Content and
Organisation from
the upper range of
Level 3

Content At the top of the

Lower • Register is generally matched to range, a student’s
Level 3 audience response will meet
• Generally matched to purpose all of the skills
13-15 • Vocabulary clearly chosen for effect descriptors for
marks and appropriate use of linguistic Content and
devices Organisation

Organisation
• Usually effective use of structural
features At the bottom of the
range, a student will
 19 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

• Writing is engaging, with a range of have the upper

connected ideas range of Level 2 and
• Usually coherent paragraphs with at least one of the
range of discourse markers skills descriptors for
Content and
Organisation from
the lower range of
Level 3

Content At the top of the

Level 2 Upper • Some sustained attempt to match range, a student’s
Level 2 register to audience response will meet
7-12 marks • Some sustained attempt to match all of the skills
10-12 purpose descriptors for
Some marks • Conscious use of vocabulary with Content and
success some use of linguistic devices Organisation

Organisation
• Some use of structural features
• Increasing variety of linked and At the bottom of the
relevant ideas range, a student will
• Some use of paragraphs and some have the lower
use of discourse markers range of Level 2 and
at least one of the
skills descriptors for
Content and
Organisation from
the upper range of
Level 2

Content At the top of the

Lower • Attempts to match register to range, a student’s
Level 2 audience response will meet
• Attempts to match purpose all of the skills
7-9 marks • Begins to vary vocabulary with some descriptors for
use of linguistic devices Content and
Organisation
Organisation
• Attempts to use structural features
• Some linked and relevant ideas
• Attempt to write in paragraphs with At the bottom of the
some discourse markers, not always range, a student will
appropriate have the upper
range of Level 1 and
at least one of the
skills descriptors for
Content and
Organisation from
the lower range of
Level 2
 20 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

Content At the top of the

Upper • Simple awareness of range, a student’s
Level 1 Level 1 register/audience response will meet
• Simple awareness of purpose all of the skills
1-6 marks 4-6 marks • Simple vocabulary; simple linguistic descriptors for
devices Content and
Simple, Organisation
Limited Organisation
• Evidence of simple structural features
• One or two relevant ideas, simply At the bottom of the
linked range, a student will
• Random paragraph structure have the lower
range of Level 1 and
at least one of the
skills descriptors for
Content and
Organisation from
the upper range of
Level 1

Content At the top of the

Lower • Occasional sense of audience range, a student’s
Level 1 • Occasional sense of purpose response will meet
• Simple vocabulary all of the skills
1-3 marks descriptors for
Organisation Content and
• Limited or no evidence of structural Organisation
features
• One or two unlinked ideas
• No paragraphs At the bottom of the
range, a student will
have at least one of
the skills descriptors
for Content and
Organisation from
the lower range of
Level 1

Level 0 Students will not have offered any meaningful writing to assess
No marks Nothing to reward
 21 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

AO6 Technical Accuracy

Candidates must use a range of vocabulary and sentence structures for clarity, purpose and
effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the
marks for each specification as a whole.)
Level Skills Descriptors How to arrive at a
mark

• Sentence demarcation is consistently At the top of the level,

Level 4 secure and consistently accurate a student’s response
• Wide range of punctuation is used with a will meet all of the
13-16 marks high level of accuracy skills descriptors

• Uses a full range of appropriate sentence

forms for effect
• Uses Standard English consistently and
appropriately with secure control of
complex grammatical structures At the bottom of the
level, a student will
• High level of accuracy in spelling, including have Level 3 and at
ambitious vocabulary least one of the skills
• Extensive and ambitious use of vocabulary descriptors

• Sentence demarcation is mostly secure and At the top of the level,

Level 3 mostly accurate a student’s response
• Range of punctuation is used, mostly with will meet all of the
9-12 marks success skills descriptors

• Uses a variety of sentence forms for effect

• Mostly uses Standard English appropriately
with mostly controlled grammatical
structures
At the bottom of the
• Generally accurate spelling, including level, a student will
complex and irregular words have Level 2 and at
• Increasingly sophisticated use of least one of the skills
vocabulary descriptors

• Sentence demarcation is mostly secure and At the top of the level,

Level 2 sometimes accurate a student’s response
• Some control of a range of punctuation will meet all of the
5-8 marks skills descriptors
• Attempts a variety of sentence forms
• Some use of Standard English with some
control of agreement
At the bottom of the
• Some accurate spelling of more complex level, a student will
words have Level 1 and at
• Varied use of vocabulary least one of the skills
descriptors
 22 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 1

• Occasional use of sentence demarcation At the top of the level,

Level 1 • Some evidence of conscious punctuation a student’s response
will meet all of the
1-4 marks • Simple range of sentence forms skills descriptors
• Occasional use of Standard English with
limited control of agreement
At the bottom of the
• Accurate basic spelling level, a student will
• Simple use of vocabulary have at least one of
the skills descriptors

Level 0 Students’ spelling, punctuation etc. is sufficiently poor to prevent

No marks understanding or meaning.