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.