1123/22 June 2023 Section 1: Reading for Ideas Question 1(a) Answer Identify and write down the advantages of online learning, and the advantages of classroom learning, as outlined in the passage. 1 mark for each correct point to a maximum of 12 marks Place the tick where the point is made. Marks Do not accept 12 for all points: - examples (alone) - the inclusion of examples without ‘for example’, ‘such as’, ‘like’ etc to distinguish the example from the overarching point Advantages of online learning 1 students can study in a place that is convenient (for them) (given) 2 students can work at a time that suits them // students are not confined to (the) set times (of the school day) students can work in the early evening / late at night (examples) 3 travel time is eliminated time for pastimes / hobbies 4 students can learn at their own pace // no pressure to keep up with others walking / taking public transport / being driven to school takes time no need to stop because a bell has rung (alone) Allow lift of lines 13-14 ‘Students can learn… with others’ 5 students have the chance to revisit / go over aspects of learning which they have not (completely) understood 6 opportunities for (individual) feedback at a time (which is mutually) suitable for both student and teacher // feedback from teacher can be tailored to the needs of the (individual) student large classes sometimes make feedback / opportunities to speak out difficult 7 students (who are) shy / timid / unconfident about speaking out in class might feel empowered / confident to engage in dialogue / conversation (with their teacher) helps shy / timid / unconfident students (alone) students (who are) shy / timid / unconfident about speaking out in class might feel empowered / confident (alone) 8 broader range of learning content (which is available in the online classroom) dangerous experiments (example alone) 1123/22 June 2023 Question 1(a) Answer Advantages of classroom learning Marks Do not accept 9 teachers can identify immediately any problems students are facing (given) 10 (students can) work more easily in groups so that they help each other in their learning // learn to cooperate / get on with others (which is a life skill) work more easily in groups (alone) / can help each other (alone) group work (alone) personal relationships / world of work teachers should never underestimate the advantages of group work 11 (valuable) feedback from other students is easier to achieve // feedback from someone their own age may have greater impact 12 (provides an important) opportunity for students to socialize Allow lift of lines 36-37 ‘Classroom learning… school’ any further content 13 (schools also offer chances for) extra-curricular activities drama groups / debating societies / sports clubs (examples alone) 14 obeying school rules encourages personal discipline (which builds character and is useful in later life) lift of lines 43-44 ‘when they leave school…throughout their lives’ Allow lift of lines 41-43 environment… in later life’ any further content The classroom 15 access to facilities which cannot be provided online gyms / dance / yoga studios / school library (examples alone) Allow lift of lines 44-46 ‘(Moreover, classroom students gain) access to…online (such as gyms… library)’ any further content 16 learning environment (of the classroom) is (generally more) educationally stimulating (than the kitchen / dining room / study) Question 1a: Additional information Accept own words or lifting. Accept sentences or note form. Allow points to be made in any order within the correct section. If a content point is made in the wrong section, do not award the mark. If more than one content point appears under a single bullet point, award each content point separately if clearly made. (e.g. ) If a point is truncated by slashes or dots, it must still be clearly made.(e.g.) If there are brackets around a section of the point, ignore the brackets and mark what you see.(e.g.) Candidates should be awarded marks for giving overarching points from the text as outlined in the Mark Scheme. If an overarching point is given with an additional example which is clearly indicated as an example by the use of a word or expression such as ‘for example’, ‘such as’ or ‘like’ etc, then take this an overarching point having been given and award the mark. However, if examples are given as if they are the overarching points, (including when an example follows the word ‘and’ or a full stop) then withhold the mark. (e.g.) Take commas, semi-colons, colons, dashes and brackets as indicating an example which spoils the overarching point. (e.g.) 1123/22 June 2023 Question 1(b) Answer Summary Now use your notes from 1(a) to write a summary of the advantages of online learning, and the advantages of classroom learning, as outlined in the passage. Candidates have now fleshed out their notes into a piece of formal, continuous prose. Candidates are advised to write between 150–180 words including the 10 words given. Marks are awarded for producing a piece of writing which is relevant and coherent. Marks Do not accept 10 Summary – Task Fulfilment 10 marks Band 5 9–10 Excellent understanding of the task demonstrated in an impressive response: Band 4 7–8 Band 3 5–6 Band 2 3–4 Band 1 1–2 Band 0 0 • All content included is relevant, with no unnecessary details/repetitions • Fluent and coherent presentation of the points, including possible synthesising where appropriate, and a wide range of appropriate stylish linking devices Good understanding of the task demonstrated in a skilful response: • Almost all content included is relevant, with only occasional unnecessary details/repetitions • Generally fluent and coherent presentation of the points, with appropriate linking devices Acceptable understanding of the task demonstrated in a competent response: • Some of the content included is relevant, with unnecessary details/additions • Satisfactory presentation of the points with limited fluency and coherence and occasional misuse of linking devices Insecure understanding of the task demonstrated in a rather faltering response: • Content included is of limited relevance, with frequent unnecessary details/repetitions • Presentation of the points breaks down, with little coherence and lacking linking devices Very little understanding of the task demonstrated in an incoherent response: • Content included is of little relevance, with noticeably unnecessary details/repetitions • Little attempt to present the points with no concept of linking devices No understanding of the task demonstrated in: • A totally irrelevant response • Insufficient material to reward Marking Question 1(b) Two slow readings of the response will be necessary, the first for Relevance (large dots in left-hand margin) and the second for Coherence (ticks in the right-hand margin). Under Relevance give a large dot for any section of the response which either makes, or attempts to make, a content point; it will not be necessary for the content point to be fully made as this assessment has already been done in Q1a. Regard as irrelevant material and do not credit with a dot: (i) (ii) (iii) unnecessary detail / addition / examples alone (e.g. TBC); introductions, conclusions or topic sentences (e.g.TBC); invented material / material not in the text (e.g.TBC). As in this paper, there are 16 content points, the maximum number of dots is 16. Under Coherence give ticks in right-hand margin for correctly used linking devices and stretches of fluent language, whether original own words or from the text. Please ensure that, where linking devices are used, they are sensible; weaving a list of learned words such as ‘however’ and ‘moreover’ into the response in random ways is not necessarily useful or even meaningful. Sometimes a Coherence tick might be placed in the margin for a particular construction, but where that construction is used repeatedly, it might not be appropriate to give each use a tick. (Examples are ‘also’ or ‘and’.) Although language is not being assessed discretely here, as the focus is on reading and not writing, any errors made will impede fluency. Please use ticks to indicate real fluency. Please indicate in the ‘add comment here’ box below the response, separate assessments for Relevance and Coherence, followed by a brief summative comment which explains how you arrived at the final mark. The assessment is not mathematical or based on an averaging-out. Use the separate assessments of R and C to make a judgement as to which mark is ‘best fit’. Some examples follow: R: LB4 C: UB4 Generally fluent 8 OR R: UB4 C: LB3 Overall competent, best fit 6 OR R: UB2 C: LB2 Some stretches of relevance 4 The Summative Comment in the ‘add comment here’ box must be positive. It is good practice to use words from the appropriate band of the mark scheme such as ‘some competence’, ‘skilful’ or ‘stylish’. Avoid words such as ‘limited’, ‘little attempt’, ‘incoherent’, ‘unnecessary’ or even ‘but’. These words appear on the mark scheme to help examiners assess the appropriate band but should not be used in the summative comment. Instead, use comments such as ‘some relevant content’, ‘some attempt at linking content’ or ‘secure Band 2’. Finding positive comments can be more challenging when scripts are being assigned to one of the lower bands, but it is always possible to focus on achievement rather than failure. The Practice scripts will provide examples. Short answers Please note that there is no need to count the words, as the script is already self-penalising. In Q1b, candidates are told: 'you are advised to write between 150 and 180 words'. Responses are assessed on how relevant and coherent they are in addressing the overall task. A response shorter than 150 words would be unlikely to cover a sufficient number of content points under Relevance, and a response in excess of 180 words would be likely to lack real relevance. Responses which are very short are unlikely to contain much that is relevant to the task, and so awarding such responses marks in the lower bands under Relevance is probably appropriate. Similarly, as such short responses will have no opportunity to demonstrate coherence, lower bands under Coherence are probably appropriate. Question Answer 2 Re-read paragraphs 1, 2, and 5, and write down one piece of advice given by the writer from each of these paragraphs. Marks Do not accept From paragraph 1: It would be wise to consider carefully the advantages of both types of learning. 1 any further content From paragraph 2: Students really ought to be encouraged to unwind after their studies. 1 any further content From paragraph 5: Teachers should never underestimate the advantages of group work. 1 any further content Accept own word versions which include all relevant detail. e.g. From paragraph 1: It would be sensible to think thoroughly about the benefits of online and classroom learning. Question 3(a) Answer Marks Do not accept From paragraph 1 a life devoted to reading What kind of job did Laurent get when he left university? banker / (a career in) banking / working in a bank 1 Allow lift of line 2 ‘He had let himself be drawn into a career in banking’ 3(b) lift of lines 2- 4 ‘it had been exciting to be recognised as a promising young banker / have responsibilities / earn a lot of money’ any further content Why did Laurent stay in his job as long as he did? he was earning / making a lot of money // his salary / pay was high 1 he was earning money he had responsibilities Allow lift of line 6 ‘the money he was earning was compensation enough’ 3(c) any further content The contrast between ‘his ideal and his reality’ was too great. Explain in your own words what this ‘contrast’ was. (the difference / contrast between) what he wanted to do / aspired to / desired / wished for // his ambition / dream // his perfect life (was to work with books) 1 ‘a life devoted to reading’ (alone) and what was happening // his actual life // life as it was // daily life (as a banker) This is an OWN WORDS question. Key ideas are to be found in the words IDEAL and REALITY. Any paraphrases which capture these ideas are acceptable but do not accept mere synonyms of the words without a relevant context. 1 he was a banker (alone) real life ideal – ambition reality – true life (no context) Question 4(a) Answer Marks Do not accept From paragraph 2 Laurent was ‘eager to negotiate an immediate departure’. Give the three-word phrase used later in the paragraph which conveys a similar meaning to ‘immediate’. there and then 1 Allow use of a correct answer in a phrase or sentence provided it is underlined or otherwise highlighted, e.g. ‘signed there and then’ 4(b) ‘On such occasions, especially, he knew that he had made the right decision.’ What were these ‘occasions’? (hosting) book-signing evenings selling collections of poetry / 1 non-fiction books / novels Allow lift of lines 12-14 ‘(But his favourite task was) hosting book-signing evenings (where loyal customers…signed there and then by the writer)’ any further content 1 Question 5(a) Answer Marks Do not accept From paragraph 3 the famous writer, Frederic Pichier, was coming in for a book signing that evening In addition to having breakfast, why did Laurent go to a café? (he planned) to re-read his notes on Pichier’s (new) novel / on Tears of Sand 1 (he planned) to re-read his notes on it in peace (he planned) to re-read the novel / Tears of Sand he wanted peace to prepare for the booksigning Allow lift of lines 18-19 ‘Laurent was carrying a copy… his notes on it (in peace… bookshop)’ 5(b) any further content Why do you think Laurent ‘glanced around him’? to see if / he thought that the owner of the handbag was there / nearby / would appear 1 5(c) lift of lines 23-24 ‘(an absurd thing to do as) no woman was suddenly going to appear (and claim her property)’ Give two reasons why Laurent thought the handbag ‘had almost certainly been stolen’. (i) it bulged // it obviously / clearly wasn’t empty // it obviously / clearly had things inside (it) // he could see it wasn’t empty Allow lift of line 24 ‘From the way the leather bulged, it obviously wasn’t empty’ (ii) the owner wouldn’t have left it on top of the bin // the owner would have thrown it into the bin (not left it on top) Allow lift of lines 25-26 ‘(After all), had the handbag been old or damaged, the owner would have thrown it into the bin, (not left it on top)’ • • • 1 mark for each correct response Accept in any order Credit correct responses where they appear, even if both are in one limb or if a correct response straddles both limbs it wasn’t empty 1 any further content 1 it wasn’t old or damaged (alone) any further content Question 6(a) Answer Marks Do not accept From paragraph 4 Why do you think the woman in the police station (i) ‘looked up’ and (ii) then ‘looked away again’? (i) she thought / hoped / wondered if the handbag (Laurent had brought / was carrying) was her (stolen) handbag / hers 1 she was hopeful (alone) (ii) she realised / knew / saw / was disappointed that the (contents of the) handbag (Laurent had brought / was carrying) was not her (stolen) handbag / hers 1 she was disappointed (alone) Allow contents (alone) if reference to handbag is clear from (i) Note: (i) and (ii) need to be answered in the correct order but credit correct responses if both are in one limb, or if a correct response straddles both limbs 6(b) The silence was broken by ‘a clattering sound which resonated through the room’. Explain in your own words what broke the silence. rattling / clinking / clanking // big/loud noise // noisy 1 echoed / vibrated / went around / rang 1 This is an OWN WORDS question. Key ideas are to be found in the words CLATTERING and RESONATED. Any paraphrases which capture these ideas are acceptable but do not accept mere synonyms of the words without a relevant context. Do not insist on paraphrasing of ‘through the room’. 6(c) clattering – rattling resonated – echoed (no context) ‘Needless to say, there was no wallet and no phone.’ Why do you think the writer says this information was ‘needless to say’? the wallet and phone / were the valuable items / things // the wallet and phone were the items / things worth stealing // you wouldn’t steal a bag to get a perfume bottle / some tissues / a diary / a notebook / keys. 1 it was obvious (alone) Question 7 Answer Marks Do not accept From paragraph 6 ‘The mystery was solved.’ What was the ‘mystery’? what the inscription / hieroglyphics / signs / squiggles on the key chain said / meant / indicated // the identity / name of the owner of the handbag // who the owner of the handbag was // who owned the handbag 1 ‘It says Emma Valadier’ Allow the owner of the handbag was Emma Valadier Question Answer Marks Do not accept 8(a) (B) slightly 1 8(b) (D) followed 1 8(c) (A) faithful 1 8(d) (B) cried 1 8(e) (C) varied 1 If more than one answer is given, do not award the mark, even if one of them is correct. Allow any form of indicating the correct answer, e.g. a tick. Question Answer 9 Re-read paragraphs 1 and 3, which contain phrases about Laurent. Give: • the meaning of each phrase as it is used in the passage • the effect of each phrase as it is used in the passage. 9(a) ‘he was wasting his life’ (lines 8-9) Meaning: (he knows / realises) he is not doing / filling his time with anything meaningful / valuable / enjoyable / satisfying // he spends time / his life / his job doing things that are boring / unsatisfying / do not make him happy Effect: he feels depressed / sad / frightened / empty / negative // the situation / his life is depressing / sad / frightening // the reader feels sympathy / sorry for him 9(b) Marks Do not accept 1 1 he will change his job / life ‘It took a few slow moments to register (what he had just seen)’ (line 21) Meaning: he didn’t know at once / right away / immediately (what he had just seen) // he didn’t understand at once / right away / immediately (what he had just seen) // it took him (a short) time to realise / recognise (what he had seen) 1 Effect: what he saw / it was surprising / took him aback / seemed / was out of place / odd // he was surprised / taken aback / puzzled 1 he saw a handbag on a bin he didn’t know / understand what he had seen (alone) he retraced his steps / went to the police station he was looking for the identity of the owner of the handbag Q9 Additional Information: Reward anyResponse plausible explanations. can focus on the experience or on Laurent A correct response to ‘meaning’ in the ‘effect’ box cannot be credited, and vice versa. Candidates should be awarded marks for an appropriate response to the ‘effect’ part of the question, even if no marks are scored for the ‘meaning’ part, and vice versa.
