Mark Scheme (Results)
Summer 2023
Pearson Edexcel GCE
In English Language (9EN0)
Paper 2: Child LanguageEdexcel and BTEC Qualifications
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Summer 2023
Question Paper Log Number P72843
Publications Code 9EN0_02_2306_MS
All the material in this publication is copyright
© Pearson Education Ltd 2023General marking guidance
• All candidates must receive the same treatment. Examiners must mark
the last candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded
for what they have shown they can do rather than be penalised for
omissions.
• Examiners should mark according to the mark scheme – not according to
their perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if
the candidate’s response is not worthy of credit according to the mark
scheme.
• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification/indicative
content will not be exhaustive.
• When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, a senior examiner must be consulted
before a mark is given.
• Crossed-out work should be marked unless the candidate has replaced it
with an alternative response.Specific Marking Guidance
The marking grids have been designed to assess student work holistically. The
grids identify which Assessment Objective is being targeted by each bullet point
within the level descriptors. One bullet point is linked to one Assessment
Objective, however please note that the number of bullet points in the level
descriptor does not directly correlate to the number of marks in the level
descriptor.
When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). When using a levelsbased mark scheme, the ‘best fit’ approach should be used:
• examiners should first decide which descriptor most closely matches the
answer and place it in that level
• the mark awarded within the level will be decided based on the quality of
the answer and will be modified according to how securely all bullet points
are displayed at that level
• in cases of uneven performance, the points above will still apply.
Candidates will be placed in the level that best describes their answer
according to each of the Assessment Objectives described in the level.
Marks will be awarded towards the top or bottom of that level depending
on how they have evidenced each of the descriptor bullet points
• examiners of Advanced GCE English should remember that all Assessment
Objectives within a level are equally weighted. They must consider this
when making their judgements
• the mark grid identifies which Assessment Objective is being targeted by
each bullet point within the level descriptors
• indicative content is exactly that – they are factual points that candidates
are likely to use to construct their answer. It is possible for an answer to
be constructed without mentioning some or all of these points, as long as
they provide alternative responses to the indicative content that fulfils the
requirements of the question. It is the examiner’s responsibility to apply
their professional judgement to the candidate’s response in determining if
the answer fulfils the requirements of the question.Paper 2 Mark scheme
Indicative content
Question 1
The focus should be on the ways in which the child uses language to meet the purposes of the texts:
instructions, description, factual recall, narrative. Reference to the child’s specific language features
should be used to explore and analyse these. As the texts were produced in the classroom the child
was probably aware that the primary audience was the teacher. The analysis should be supported with
examples from the data using an appropriate range of language levels and frameworks.
The candidate should not use a deficit model to describe the language of the child.
Candidates should make reference to theories associated with child language development and how
the language in the data supports such theories or challenges them. Theories discussed could include
reference to specialist written language theories and candidates may also adapt theories more
commonly applied to spoken language.
Graphology
Text A-D:
• use of full stops
• letter formation is largely standard with some inverted letters and symbols
• inconsistency with size/use of capitals.
Orthography
Text A:
• standard spelling of majority of function words – probably because these are common in environment, e.g.
‘the’ and ‘for’
• evidence of sounding out strategy on some words resulting in non-standard forms, e.g. ‘wat’ (wait) and ‘lif’
(life)
• evidence of child experimenting with spelling by following the patterns established by other words, e.g. ‘for’
and ‘yor’.
Text B:
• standard spelling of majority of function words
• evidence of learned/copied spelling, e.g. ‘vegetables’, ‘flower’
• shows consistency in use of to represent /i:/, e.g. ‘spotee’, may indicate that she has seen this pattern
in other words. This is also seen with ‘bloo’ (blue) and ‘hoovs’ (hooves) for the /u:/ phoneme
• variable representation of /k/ sound in ‘pik’ (pick) ‘sparklee’ and ‘splarclee’
• Celine confuses homophone [Show Less]