GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 1
For first award summer 2014
GCSE ENGLISH LANGUAGE
(Not for use in England or Northern Ireland)
ADDITIONAL SPECIMEN ASSESSMENT MATERIALS
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GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 3
Contents
Page
Question Papers
Unit 1 - Higher Tier
Unit 2 - Higher Tier
Unit 1 - Foundation Tier
Unit 2 - Foundation Tier
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19
Mark Schemes
Unit 1 - Higher Tier
Unit 2 - Higher Tier
Unit 1 - Foundation Tier
Unit 2 - Foundation Tier
© WJEC CBAC Ltd.
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GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 5
GCSE
ENGLISH LANGUAGE
HIGHER TIER
UNIT 1
SPECIMEN PAPER
1 hour 45 minutes
ADDITIONAL MATERIALS
A 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen.
Answer all questions in Sections A and B.
Write your answers in the separate answer book provided.
You are advised to spend your time as follows:
Section A Section B -
about 15 minutes reading
about 45 minutes answering the questions
about 10 minutes planning
about 35 minutes writing
INFORMATION FOR CANDIDATES
Section A (Reading): 30 marks
Section B (Writing):
30 marks
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 6
SECTION A: 30 marks
Read carefully the passage below. Then answer all the questions which follow it.
This passage is about a white boy growing up in South Africa. He regularly gets up early in the morning to
go shooting animals.
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The boy stretched his body full length, touching the wall at his head with his hands, and the
bedfoot with his toes; then he sprung out, like a fish leaping from water. And it was cold, cold.
He always dressed rapidly to try and conserve his night-warmth till the sun rose two
hours later; but by the time he had on his clothes his hands were numbed and he could
scarcely hold his shoes. These he could not put on for fear of waking his parents, who
never came to know how early he rose. He imagined them turning in their beds, and he
smiled scornfully.
He would have to hurry. Before the light grew strong he must be four miles away, and
already the air smelled of morning and the stars were dimming. He felt the dust push up
between his toes and he thought: ‘I could walk a hundred miles on feet like these! I could
walk all day, and never tire!’
Soon he had left the cultivated part of the farm. Behind him the bush was low and black.
Near him the grass was bent with the weight of sparkling drops of water. The first bird
woke at his feet and at once a flock of them sprang into the air calling shrilly that day had
come. Suddenly the bush woke into song and he could hear the guinea-fowl calling far
ahead of him. That meant they would be sailing down from their trees into the thick grass,
and it was for them he had come. He was too late. But he did not mind. He forgot he had
come to shoot. He set his legs wide and swung his gun up and down in a kind of
improvised exercise.
Suddenly it all rose in him: it was unbearable. He leapt into the air, shouting wild,
unrecognisable noises. Then he began to run madly, like a wild thing. He was clean crazy,
yelling with the joy of living and being young. He felt his body rise into the crisp air and fall
back onto sure feet. He thought briefly, not believing that such a thing could happen to
him, that he could break his ankle any moment. He cleared bushes like a deer, leaped over
rocks and finally came to a stop on a rock where the ground fell away to the river. He
looked down at the water and thought suddenly, ‘I am fifteen! Fifteen!’ He kept repeating
the words with swelling excitement.
There was nothing he couldn’t do, nothing. He felt his life ahead of him as a great and
wonderful thing, something that was his; and he said aloud: all the great men of the world
have been as I am now, and there is nothing I can’t do. If I choose, I can change everything
that is going to happen. It all depends on me, and what I decide now.
And then it seemed as if there was another voice. He listened, puzzled. There it was
again. It was a kind of shortened scream, as if someone, something, had no breath to
scream. His heart beating fast, because of that frightened screaming, he stepped carefully
off the rock and went towards a belt of trees. There, between the trees, was a strange beast,
with ragged tufts of fur standing up all over it, with patches of raw flesh beneath. The
creature screamed, in small gasping screams, and leaped drunkenly from side to side, as if
it were blind. Then the boy understood: it was a deer. He ran closer and was stopped by a
new fear. The grass was whispering and alive. The ground was black with ants, great
energetic ants that hurried towards the fighting shape.
The beast fell and it came into his mind that he should shoot it and end its pain. He
raised the gun, then lowered it again. The deer could no longer feel; its fighting was a
protest of the nerves.
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GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 7
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But it was not that which made him put down the gun. It was a feeling of rage and
misery. He thought: ‘All over the bush things like this happen. This is how life goes on, by
living things dying in anguish.’ He gripped the gun between his knees and felt in his own
limbs the pain of the twitching animal, saying over and over again: ‘I can’t stop it. I can’t
stop it. There is nothing I can do. This is how things work.’ He found that the tears were
streaming down his face and his clothes were soaked with the sweat of the creature’s pain.
He strode forward, crushing ants with each step, till he stood above the skeleton of the
deer. It was picked clean, and the whole thing could not have taken more than a few
minutes.
That morning, perhaps an hour ago, this creature had been stepping proud through the
bush. And then - what had happened? Such a swift thing surely could not be trapped by a
swarm of ants? Then he saw that one leg was broken. Had it fallen perhaps? Impossible, a
deer was too graceful. Perhaps some Africans had thrown stones at it, trying to kill it for
meat, and had broken its leg. Yes, that must be it.
Even as he imagined the flying stones and the leaping deer, another picture came into
his mind. He saw himself, on any one of these bright mornings, drunk with excitement,
taking a shot at some half-seen deer. He saw himself, wondering whether he had missed or
not, and thinking that it was late, and he wanted his breakfast, and it was not worth
tracking miles after an animal that would very likely get away from him.
For a moment he was a small boy again, kicking sulkily at the skeleton and hanging his
head. At last he picked up his gun and walked homewards. He was telling himself
defiantly that he wanted his breakfast. He was telling himself that it was getting very hot,
much too hot to be roaming the bush. He walked heavily, not looking where he put his
feet. When he came within sight of his home, he stopped, frowning. There was something he
had to think out. The death of that animal was a thing that concerned him, and he was
by no means finished with it. It lay at the back of his mind uncomfortably. Soon, the very
next morning, he would get clear of everybody and go back to the bush to think about it.
from ‘A Sunrise on the Veld’ by Doris Lessing (1975)
(by permission of Cambridge University Press)
Read lines 1-31.
A1.
What are the boy’s thoughts and feelings in these lines?
[10]
You must refer to the text to support your answer.
Read lines 32-52.
A2.
How does the writer show the suffering of the deer and the boy’s reaction to it?
You should consider:
 what happens;
 the writer’s choice of words and phrases.
[10]
Read lines 53-70.
A3.
Explore how and why the incident with the deer changes the boy.
How do you, as a reader, react to this?
[10]
Turn over.
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GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 8
SECTION B: 30 marks
In this section you will be assessed for the quality of your writing skills.
Half of the marks are awarded for content and organisation; half of the marks are awarded
for sentence structure, punctuation and spelling.
You should aim to write about 500-600 words.
Choose one of the following titles for your writing.
Either, (a)
The Traitor.
Or,
(b)
Write about a time when you were embarrassed by your family or
friends.
Or,
(c)
Continue the following:
He hoped he would have the strength to do what was right.
Or,
(d)
Write a story that ends:
... I was relieved I would never have to do that again.
Or,
(e)
Write about a time when you appeared on stage.
The space below can be used to plan your work.
© WJEC CBAC Ltd.
[30]
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 9
GCSE
ENGLISH LANGUAGE
HIGHER TIER
UNIT 2
SPECIMEN PAPER
1 hour 45 minutes
ADDITIONAL MATERIALS
Resource Material for use with Section A.
A 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen.
Answer all questions in Sections A and B.
Write your answers in the separate answer book provided.
You are advised to spend your time as follows:
Section A Section B -
about 15 minutes reading
about 45 minutes answering the questions
about 10 minutes planning
about 35 minutes writing
INFORMATION FOR CANDIDATES
Section A (Reading): 30 marks
Section B (Writing):
30 marks
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 10
SECTION A:
30 marks
Answer all the following questions.
The separate Resource Material for use with Section A is a newspaper article by
Edward Enfield entitled ‘Kevin the Teenager’.
The text by Holly Graham on the opposite page (“Who’s the Real Kevin?”) appeared on the
internet.
Read the article ‘Kevin the Teenager’ in the separate Resource Material.
A1.
What impressions does Edward Enfield give of his son, Harry?
[10]
Read “Who’s the real Kevin?” by Holly Graham on the opposite page.
A2.
Holly Graham tries to suggest that parents are as bad as teenagers. How does she
do this?
You should consider:
 what she says;
 the writer’s choice of words and phrases.
[10]
To answer the next question you will need to consider both texts.
A3.
Compare what Edward Enfield and Holly Graham think about the relationships
between parents and teenagers.
You should organise your answer using the following headings:
 the way teenagers are presented;
 the way parents are presented.
© WJEC CBAC Ltd.
[10]
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 11
WHO’S THE REAL KEVIN?
Harry Enfield’s Kevin is the ‘typical’ teenager: grumpy, moody, awkward and sulky. But in our
house he is definitely more like my mother than me.
One of her specialities is that most stereotypical of teenage habits – rolling her eyes and
sighing. She won’t tell us why of course – we wouldn’t understand. Instead she
disappears to her study and starts thumping away at her word processor. She’s also just
as likely to slam doors, answer back or make biting, sarcastic comments.
Another thing that teenagers are always told off for is hypocrisy. The words ‘double
standards’ are constantly ringing in my ears. My Mum tells us that we shouldn’t drink
alcohol/eat chocolate/spend too much money because she knows that is how she should
behave. However, her nagging would be more effective if she wasn’t telling us this in our
new, ridiculously expensive kitchen, while drinking white wine and munching
chocolate.
Mum has far worse moods than I do. She’ll suddenly get obsessed about stupid stuff,
such as us leaving towels on the bathroom floor and not cleaning the bath. She behaves
as if it’s the end of the world. At other times she’ll get annoyed when I start doing my
homework late on Sunday nights – as if she’s the one to get detention if I don’t finish it on
time. It’s ridiculous to trust me to be responsible enough to ride on public transport on my
own, and not think I can organise my own schoolwork. I understand that she worries
about me but she can be irritable for a whole day – about not being able to work the video,
about her work not going well, about the sausages burning, or that nothing in her wardrobe
fits her.
My Dad is just as guilty. We are told off daily for watching too much cable TV, as are
most of my friends. And yet my Dad is having a giant plasma screen installed (with
satellite box of course) so he can spend hours on Sunday watching his football team
lose. Again.
My parents are very typical when it comes to money. I’m nagged about spending too
much money on magazines, and yet Mum spends more than double my allowance on
flowers, wine and silk pyjamas – she has five pairs. Untidiness, however, must be the
worst sin. My room is, usually, untidy. I don’t deny it and neither do most teenagers I
know. Yet my parents can’t see that their bedroom is untidy too. Almost every item of my
Dad’s clothing is piled on to a chair in the corner of their room.
In my view, teenagers get a very unfair representation in the papers and on TV. My
parents can be just as bad as me. In fact, I should ring Harry Enfield. I have loads of
material for two new characters.
Holly Graham
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GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 12
KEVIN THE TEENAGER
When my son Harry Enfield was appearing on
TV as his comic character ‘Kevin the Teenager’,
practically every taxi driver in the land seemed to have
a Kevin of his own at home whom he wished to tell me
about in great detail. I think we can assume that drivers
of taxis have not got fundamentally different lives from
the rest of humanity, so it seems logical to conclude that
‘Kevins’ are a widespread phenomenon.
Scientists in California have ‘discovered’ that the
surly moods of teenagers are caused by a
temporary increase in nerve activity in the brain
which makes it difficult for adolescents to ‘process
information and read social situations’. This piece of
research has no doubt taken a lot of time, effort and
money and, as far as I can see, is entirely useless
because it doesn’t lead anywhere. If grumpy teenagers
have too much activity in their juvenile brains, what
are we to do about it? Damp down their brains with
chemicals? Give them a spoonful of ‘Teen-o-calm’? That
seems unlikely.
To establish my credentials as an expert on this
subject I wish to say that I’ve been through the teenage
years five times in all, once on my own account and four
times as the father of four children – three daughters
and the creator of Kevin the Teenager himself.
For years I used to return from a hard day at the
office to find the peace of the countryside shattered
by the noise of filthy pop music pouring out of the
bedroom windows of the supposedly quiet cottage
© WJEC CBAC Ltd.
where we lived. The grunts, the sighs, the sulks – how
they all come back to me!
There was a Kevin sketch in which he was
somehow persuaded to wash the family car, which he
did with very bad grace and extreme incompetence.
If we approach this in a scientific spirit, then the
information to be “processed” was: that the car was
dirty; and the “social situation” to be read was that the
father wanted it washed. I am confident that any
teenager, however much afflicted with nerve activity
in the brain, would be able to process and read
all that without difficulty.
The problem with teenagers is just that they don’t
want to.
Stepping into dangerous territory, I would say that
the female teenager is less frightful than the male. I do
not think that our daughters used to pocket their dinner
money, lunch on coffee and cigarettes at the local
cinema, and swear blind that they had had a proper
meal at school. I am certain that our son Harry – a Kevin
– used to do exactly that.
Likewise I do not think that any of my daughters
smoked. If they had they would have done it in a more
intelligent manner than their brother. He, of course,
denied that he smoked at all, then blew the fumes out
of his bedroom window and stubbed the butts out on
the bottom of the windowsill outside. He seemed to
believe they would stay there undetected forever, but
naturally they eventually dropped off, and when I came
to weed the flowerbed I found it deep in cigarette ends.
Nothing happened to the girls’ voices, but in midteens my son took to dropping half the syllables from
his speech and slurring the rest. ‘Gonna gup ve
yoofclub’ he would say and leave the house. From
this we gathered he had gone to the youth club,
though why ‘up’ we did not know, as it was not on a hill.
This was part of his double life. He would take with
him a polythene bag which contained, unknown to us,
his punk gear. Setting off in his usual scruffy state,
he would transform himself on route and arrive at the
‘yoof club’ dressed as a fully- fledged punk. He
transformed himself back on the way home, and
mercifully we never knew about it until after it was over.
The females did nothing so extraordinary. Their
speciality was to choose a moment when we had
visitors, dump themselves down in a grumpy
manner and give the shortest and
most
disagreeable answers they could to any remarks
addressed to them. In justice to the male, he was
always pretty chatty in such circumstances.
But now, towards the end of a long life, what
hope can I offer to those suffering from teenagers? I
can only say that, in my experience, there are three
times in life when life itself improves. The first is
when you leave school and the last is when you
leave work. The one in between is when your
youngest child leaves home. At this great moment
you suddenly find you have a second youth, and your
children have miraculously reverted to being human
beings.
Hang on in there, as they say. Your time will come.
Edward Enfield
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 13
SECTION B: 30 marks
In this section you will be assessed for the quality of your writing skills.
Half of the marks are awarded for content and organisation; half of the marks are awarded
for sentence structure, punctuation and spelling.
Think about the purpose and audience for your writing.
You should aim to write about 350-500 words
A website has invited people in your area to write an article about where they live, giving
their views of what makes it a good or bad place to live.
Write your article on your city, town or village.
The space below can be used to plan your work.
© WJEC CBAC Ltd.
[30]
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 15
GCSE
ENGLISH LANGUAGE
FOUNDATION TIER
UNIT 1
SPECIMEN PAPER
1 hour 45 minutes
ADDITIONAL MATERIALS
A 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen.
Answer all questions in Sections A and Section B.
Write your answers in the separate answer book provided.
You are advised to spend your time as follows:
Section A Section B -
about 15 minutes reading
about 45 minutes answering the questions
about 10 minutes planning
about 35 minutes writing
INFORMATION FOR CANDIDATES
Section A (Reading): 30 marks
Section B (Writing):
30 marks
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 16
SECTION A: 30 marks
Read carefully the passage below. Then answer all the questions which follow it.
The Waste Land
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The moment that the bus moved on Mike knew he was in danger. In the dim light he saw the
figures of the young men waiting under the tree. It was too late to run after the bus; it went
down the dark street like an island of safety in a sea of perils. His mouth was already dry, his
heart was pounding in his chest, and something within him was crying out in protest against
the coming event.
His wages were in his purse; he could feel them weighing heavily against his thigh. That
was what they wanted from him. Nothing else mattered to them. His wife could be made a
widow, his children made fatherless. Nothing counted against that. Mercy was an unknown
word to them. While he stood there uncertainly Mike heard the young men walking towards
him, not only from the side where he had seen them, but from the other also. They did not
speak, their intention was unspeakable. The sound of their feet came on the wind to him. They
had chosen the place well, for behind him was the high wall of the convent, and the barred door
that would not open before a man was dead. On the other side of the road was the waste
land, full of wire and iron and the bodies of old cars. It was his only hope, and he moved
towards it; as he did so he knew from the whistle that the young men were there too.
His fear was great and instant, and the smell of it went from his body to his nostrils. At
that moment one of them spoke, giving directions. He felt so trapped that he was filled
suddenly with strength and anger, and he ran towards the waste land swinging his heavy
stick. In the darkness the figure of a man loomed up at him, and he swung the stick at him,
and heard him give a cry of pain.
Then he plunged blindly into the wilderness of wire and iron and the bodies of old cars.
Something caught him by the leg, and he brought his stick crashing down on it, but it was not
a man, only some knife-edged piece of iron. He was sobbing and out of breath, but he
pushed on into the waste, while behind him they pushed on also, knocking against the old iron
bodies and kicking against tins and buckets.
He fell into a tangle of wire; it was barbed, and tore at his clothes and flesh. Then it held him,
so that it seemed to him that death must be near, and having no other hope, he cried out,
“Help me, help me!” in what should have been a great voice but was voiceless and gasping.
He tore at the wire, and it tore at him too, ripping his face and his hands. Then suddenly Mike
was free. He saw the bus returning, and in its headlights he could see the shape of a man
close to him.
He was facing death and for a moment he was filled with the injustice of life: why should he
have to die like this when he had always been hardworking and honest? He lifted the heavy
stick and brought it down on the head of his pursuer, so that the man crumpled to the ground,
moaning and groaning as the life drained out of him. Mike turned and began to run wildly
again, but in the darkness ran into the side of an old lorry which sent him reeling.
He lay there for a moment expecting the blow that would kill him, but even then his wits
came back to him, and he turned over twice and rolled under the lorry. His stomach seemed
to be coming into his mouth, and his lips could taste sweat and blood. His heart thumped
wildly in his chest, and seemed to lift his whole body each time that it beat. He tried to calm
it down, thinking it might be heard, and tried to control the noise of his gasping breath, but he
could not do either of these things.
Suddenly against the dark sky he saw two of the young men. He thought they must hear
him, but they themselves were gasping like drowned men, and their speech came in fits and
starts. Then one of them said, “Can you hear him?” They were silent except for their gasping,
listening. And he listened also, but could hear nothing but his own exhausted heart.
“I heard a man ... running ... on the road,” said one. “He’s got away ... let’s go. ”Then some more
of the young men came up, gasping and cursing. “Freddy,” said one, “your father’s got away.”
But there was no reply.
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GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 17
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“Where’s Freddy?” one asked. Another man said, “Quiet!” Then he called in a loud voice,
“Freddy.” But still there was no reply.
“Let’s go”, he said.
They moved off slowly and carefully. Then one of them spotted the body and
stopped.
“Look, he’s here,” he said. “It’s Freddy’s father.”
He knelt down on the ground, and then started cursing.
“There’s no money here,” he said.
One of the young men lit a match and, in the small light of it, Mike saw him fall back
in horror.
“It’s not his father. It’s Freddy!” one said. “He’s dead!
Then the one who had said “Quiet” spoke again.
“Lift him up,” he said. “Put him under the lorry.”
Under the lorry, Mike heard them struggling with the body of the dead young man, and he
turned once, twice, deeper into his hiding place. The young men lifted the body and
swung it under the lorry so that it touched him. Then he heard them moving away, not
speaking, slowly and quietly, making an occasional sound.
He turned on his side, so that he would not need to touch the body of his son. He
buried his face in his arms and sobbed. Then he lifted himself from under the lorry,
and went heavily out of the waste land.
(from ‘Tales of a Troubled Land’ by Alan Paton)
Read lines 1-20.
A1.
In these lines Mike finds himself in danger. How does he react?
[10]
You should track through these lines carefully, looking at what he thinks, what he
feels and what he does.
Read lines 21-42.
A2.
How does the writer make this part of the story tense and exciting?
[10]
You should write about:
•
what happens in these lines;
•
Mike’s thoughts and feelings;
•
the writer’s choice of words and phrases.
Read lines 43-69.
A3.
© WJEC CBAC Ltd.
What happens in these lines? How do you, as a reader, react to what happens as an
ending to the story?
[10]
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 18
SECTION B: 30 marks
In this section you will be assessed for the quality of your writing skills.
Half of the marks are awarded for content and organisation; half of the marks are awarded for
sentence structure, punctuation and spelling.
You should aim to write about 400-500 words..
Choose one of the following titles for your writing.
[30]
Either,
(a)
The Traitor.
Or,
(b)
Write about a time when you were embarrassed by your family or friends.
Or,
(c)
Continue the following:
He hoped he would have the strength to do what was right.
Or,
(d)
Write a story that ends:
... I was relieved I would never have to do that again.
Or,
(e)
Write about a time when you appeared on stage.
The space below can be used to plan your work.
You may want to think about:
 what happens at the beginning, middle and end;
 characters;
 setting;
 descriptions;
 dialogue.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 19
GCSE
ENGLISH LANGUAGE
FOUNDATION TIER
UNIT 2
SPECIMEN PAPER
1 hour 45 minutes
ADDITIONAL MATERIALS
Resource Material for use with Section A.
A 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen.
Answer all questions in Sections A and B.
Write your answers in the separate answer book provided.
You are advised to spend your time as follows:
Section A Section B -
about 15 minutes reading
about 45 minutes answering the questions
about 10 minutes planning
about 35 minutes writing
INFORMATION FOR CANDIDATES
Section A (Reading): 30 marks
Section B (Writing):
30 marks
The number of marks is given in brackets at the end of each question or part-question.
(150-02)
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 20
SECTION A: 30 marks
Answer all of the following questions.
The separate Resource Material for use with Section A is an RNLI (Royal National Lifeboat
Institution) leaflet.
The article on the opposite page, ‘Braving the Seas for Daring Rescue’, is from a newspaper.
Read the newspaper article, ‘BRAVING THE SEAS FOR DARING RESCUE’.
A1.
What made the rescue so dangerous?
[5]
Now read the RNLI leaflet, ‘They do all they can to save lives at sea’.
A2.
List five things that could be bought by RNLI for lifeboat crews to help save people’s
lives.
[5]
A3.
How does the RNLI leaflet try to persuade the reader to become a member of the
RNLI?
You should consider:
 what it says;
 how it says it;
 the presentation of the leaflet.
[10]
To answer this next question you must use both texts.
A4.
Both texts are about the work of lifeboat crews. Using information from both texts,
compare what you learn about lifeboats and lifeboat crews.
[10]
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 21
BRAVING THE SEAS FOR DARING RESCUE
A once-in-a-career rescue saw Brixham lifeboat men haul eight sailors from a cargo ship that
was dangerously listing in a heaving sea in the middle of the English Channel.
Lifeboat coxswain Mark Criddle explained that it took the lifeboat about one and three
quarter hours to make the 33 miles to the ‘Ice Prince’ against a heavy swell. The captain
had already taken the decision to abandon the stricken ship, and the lifeboat attempted to
take off the eight sailors on board. There was a gale force wind blowing and the waves were
huge. The first three sailors were taken off very quickly, but Criddle said it took more than
an hour to get the remaining five off, as they were frightened to leave the ship and jump
across to the safety of the lifeboat. The lifeboat had to make many approaches, with the
crew working hard to encourage the distressed sailors to leave, and in some cases
physically dragging them on board the lifeboat.
The ‘Ice Prince’ was 132 metres long, weighting 70,000 tonnes and made of steel, while the
lifeboat was just 17 metres long and made of fibreglass. The challenge for the men on the
lifeboat was taking a 17 metre lifeboat alongside such a large ship with a huge amount of
cargo. One minute the lifeboat would be right alongside the ‘Ice Price’ with the crew calling
for the sailors to jump, the next minute the lifeboat found itself five metres below them in the
heavy swell.
Some of the ‘Ice Prince’ sailors really did not want to leave the ship for the tiny 41 tonne
lifeboat that was pitching and rolling in the sea. One of the men on board the ‘Ice Prince’ fell
heavily into the sea, but the lifeboat crew managed to pull him on board. It was a difficult
night’s work because of the sea conditions and because there were no other lights apart
from emergency lighting, as the ‘Ice Prince’ had lost all power.
Second coxswain Roger Good, 46, was one of the lifeboat crew trying to persuade the
sailors to jump overboard before pulling them to safety.
He said: “I lost count of how many times we took the lifeboat into position to get them off. It’s
a very unnatural thing for them to have to do, to jump overboard in those conditions. It’s a
case of getting the lifeboat in as close as possible and getting them on the side of their boat,
and then you grab hold of them and keep pulling, and pull them on the deck. Any aching or
cold hands don’t matter; your adrenaline is running and you just grab hold of them, drag
them to the boat and get the next one. It’s only now you sit back and think, ‘Yes, that was
really hard’”.
(150-02)
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 22
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 23
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 24
SECTION B: 30 marks
In this section you will be assessed for the quality of your writing skills.
Half of the marks are awarded for content and organisation; half the marks are awarded for
sentence structure, punctuation and spelling.
You should aim to write 300-400 words.
A website has invited people in your area to write an article about where they live, giving
their views on what makes it a good or bad place to live.
Write your article on your city, town or village.
The space below can be used to plan your work.
You may want to think about:
 the advantages of where you live;
 the disadvantages of where you live;
 what makes where you live different to other places;
 ways of making your article interesting.
© WJEC CBAC Ltd.
[30]
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 25
Mark Schemes
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 27
GCSE ENGLISH LANGUAGE
HIGHER TIER UNIT 1
Section A (30 marks)
A1.
Read lines 1-31.
What are the boy’s thoughts and feelings in these lines?
You must refer to the text to support your answer.
[10]
This question tests the knowledge and use of text and inference/interpretation.
0 marks: nothing worthy of credit.
Give 1 mark to those who make unsupported assertions or simple comments with
occasional reference to the text.
Give 2-4 marks, according to quality, to those who make simple comments with
reference to surface features of the text and, for 4 marks, show some awareness of
implicit meanings.
Give 5-7 marks, according to quality, to those who select and begin to analyse
appropriate material from the text to reach a sensible understanding of the character.
These answers should be making inferences based on the textual detail.
Give 8-10 marks, according to quality, to those who select and analyse appropriate
material from the text to reach a well-considered response. These answers should be
thorough as well as perceptive.
Some points that candidates may explore:
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he feels full of energy and excitement (like a fish leaping)
he feels cold (he dresses rapidly/his hands are numb/he can scarcely hold his
shoes)
he thinks about his parents (he imagines them turning in their beds)
he is afraid of waking his parents (he does not put his shoes on)
he feels a sense of superiority/looks down on them (he smiles scornfully,
delight in deceit)
he thinks he will have to hurry (morning is breaking and the stars are
dimming)/feels a sense of urgency
he feels fit and strong and self-confident (he feels the dust between his toes
and thinks he could walk a hundred miles on his feet/he could walk all day
and never tire)
he thinks about how amazing the bush is/he feels a sense of wonder
he realises he has missed his prey ('he was too late' to shoot the guinea-fowl
but 'he did not mind')
he feels the 'joy of living and being young'/a sense of the opportunities of
having his life ahead of him (he leaps into the air and shouts wildly and runs
madly/he feels the excitement and promise of being fifteen)/he feels 'free'
he feels invulnerable (he knows he could break his ankle but does not really
believe it could happen to him)
he feels the excitement of being fifteen
he thinks there is nothing he can't do (he feels confident that he can choose
to do anything and change everything)
he has the arrogance of youth
he is happy, content, at ease with himself
“Tracking” is the key here. Look for “thinks/feels” and an accurate grasp of sequence.
This is not a checklist and the question should be marked in levels of response.
Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 28
A2.
Read lines 32-52.
How does the writer show the suffering of the deer and the boy’s reaction to it?
[10]
You should consider:


what happens;
the writer’s choice of words and phrases.
This question tests knowledge and use of text and inference/interpretation. It also
tests appreciation of language and structure.
0 marks: nothing worthy of credit.
Give 1 mark to those who make simple comments with occasional reference to the
text, or copy unselectively. These answers will struggle to engage with the text and/or
the question.
Give 2-4 marks, according to quality, to those who make simple comments based on
surface features of the text, and/or show awareness of more straightforward implicit
meaning. Better answers will make some attempt to address the issue of ‘how’.
Give 5-7 marks, according to quality, to those who select and begin to analyse
appropriate detail from the text to show understanding of the situation. These
answers should be making inferences. Better answers should sustain a valid
interpretation.
Give 8-10 marks, according to quality, to those who select and explore appropriate
detail from the text with depth and insight. These answers should be thorough as well
as perceptive, covering a range of points accurately, and showing insight into
technique and use of language.
Some points that candidates may explore:
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the boy is 'puzzled' by the noise he hears (this suggests it is strange,
unfamiliar and not normal)
the scream is described as 'shortened' as if the animal is struggling for breath
and it is obviously the screaming of a 'frightened' animal (this suggests the
terror and distress of the animal)
it makes the boy's heart beat faster (the writer uses the effect on the boy)
contrast with the boy's happiness
it is described as a 'strange beast' (it is not immediately recognisable)
the tufts of hair are described as 'ragged' and there are patches of 'raw flesh'
(the writer stresses the terrible injuries)
it screams in 'small gasping screams' and it leaps 'drunkenly' as if it were
'blind' (this shows the agony of the deer and its loss of control)
the ground is 'black' with 'great energetic ants' (the horror of what is
happening to the deer is now revealed)/it is overwhelmed/engulfed
the deer is a 'fighting shape' (it is struggling desperately for life)
the boy wants to shoot it to end its suffering (no escape/a quick death would
be a mercy and this shows just how much it is suffering)
its twitching is merely a nervous reaction (the deer has no feeling left)
a hopeless struggle/helpless
he feels angry and upset
he tries to accept and understand that this is how life goes on - death and
pain are inevitable
he feels helpless and frustrated
he reacts emotionally and powerful (‘soaked in sweat’)
he reflects on how quickly it happened
This is not a checklist of indicative content and the question should be marked in
levels of response. Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 29
A3.
Read lines 53-70.
Explore how and why the incident with the deer changes the boy. How do you,
as a reader, react to this?
[10]
This question tests the ability to read with insight and engagement, to make
appropriate references to texts and to sustain an interpretation. It also tests
understanding of linguistic and structural devices.
0 marks: nothing worthy of credit.
Give 1 mark to those who make simple comments with occasional reference to the
text, or copy unselectively.
Give 2-4 marks, according to quality, to those who make simple comments based on
surface features of the text and/or show some awareness of more straight-forward
implicit meaning.
Give 5-7 marks, according to quality, to those who select and begin to analyse
appropriate material from the text. These answers should be making inferences,
show a clear understanding of the changes in the boy’s character, and at least begin
to engage with the issue of personal response.
Give 8-10 marks, according to quality, to those who show clear, detailed
understanding of the text/combine overview with specific detail. These answers
should be making perceptive inferences and exploring the changes in the boy’s
character with insight and confidence. They should also make a well-considered
personal response.
Some points that candidates may explore:
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the experience with the deer is traumatic/teaches him a lesson
he has faced the law of nature and the reality of life and death
he begins to think and ask questions about the fate of the deer
he begins to realise that his actions have consequences and he begins to
grapple with issues of personal responsibility
he realises that only an hour ago it had been 'stepping proud' (exactly like
him)
he cannot believe that such a swift animal could be trapped by ants
he sees the broken leg and wonders if it had fallen (he thinks it is impossible)
he concludes that it must have been injured by men throwing stones at it,
trying to kill it for meat
he makes the connection and sees himself shooting at a deer and persuading
himself that it was not worth finding out whether he had hit it or not/he realises
how his actions may have caused similar suffering
he feels guilty about his part in the suffering of animals
his guilt shows as he kicks 'sulkily' at the skeleton and hangs his head/he is a
boy again
he tries to justify his actions to himself (he wants his breakfast/it is too hot to
roam the bush) but he has to do it 'defiantly' (he doth protest too much!)/trying
to walk away
he walked 'heavily' (contrast with earlier) as he is lost in thought
he stops and frowns as he reaches home, concerned by the death of the
animal
it is not finished and lies 'uncomfortably' in the back of his mind
he is troubled and he knows that he has some thinking to do/confused
he becomes less self-absorbed or selfish or sure of himself
he is more mature/grown up (but this is not a conversion!)
This is not a checklist of indicative content and the question should be marked in
levels of response. Look for involvement with character in personal responses.
Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 30
SECTION B (30 marks)
The following descriptors have to be applied using the notion of 'best-fit' and there is no
intention to create a hierarchy of writing styles or content. The candidates themselves set
the level of difficulty in terms of the choice of content, form and structure as well as in use of
language. Successful execution must be considered in relation to ambition of approach, and
examiners must be alert to individual interpretations and judge them on their writing merits.
We cannot be too rigid in our suggestions about the length of answers, but responses which
are very short will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades A* - D; the scale allows for
performances which fall below this on occasion.
Section B will be awarding two marks:
 content and organisation (15 marks)
 sentence structure, punctuation, spelling (15 marks)
These marks must be recorded at the end of each response in the body of the script, not in
the margin. The total mark for the task (out of 30) should be recorded in the right hand
margin, ringed and then transferred to the front cover.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 31
Choice of narrative writing task. (See question paper)
[30]
Content and organisation (15 marks)
0 marks: nothing written/not worthy of credit
Band 1
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basic sense of plot and characterisation
simple chronological writing predominates
narratives may have a beginning and an ending but content is likely to be
undeveloped
paragraphs may be used to show obvious divisions and to group ideas into some
order and sequence
limited range of vocabulary is used with little variation of word choice for meaning
or effect
Band 2
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8-11 marks
overall the writing is controlled and coherent
plot and characterisation are convincingly sustained (e.g. dialogue helps to
develop character)
narrative is organised and sequenced purposefully
narrative has shape, pace and detail, engaging the reader's interest
detailed content is well organised within and between paragraphs
paragraphs of varied length are linked by text connectives and progression is
clear
there is some use of devices to achieve particular effects
there is a range of vocabulary selected to create effect or to convey precise
meaning
Band 4
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4-7 marks
some control of plot and characterisation (e.g. perspective is maintained)
narrative is beginning to show evidence of some conscious construction (e.g.
some appropriate use of dialogue; topic sentences are supported by relevant
detail)
there is an appropriate beginning and an apt conclusion
narrative is developed to engage the reader's interest
paragraphs are logically ordered and sequenced
there is some range of vocabulary, occasionally selected to create effect or to
convey precise meaning
Band 3
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
1-3 marks
12-15 marks
the writing is developed with originality and imagination
plot and characterisation are effectively constructed and sustained
material is selected and prioritised to maintain interest
narrative is purposefully organised and sequenced and well paced
paragraphs are effectively varied in length and structure to control detail and
progression
cohesion is reinforced by the use of text connectives and other linking devices
devices to achieve particular effects are used consciously and effectively
a wide range of appropriate, ambitious vocabulary is used to create effect or
convey precise meaning
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 32
Sentence structure, punctuation and spelling (15 marks)
0 marks: nothing written/not worthy of credit
Band 1
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sentences are mostly simple or compound
compound sentences are linked or sequenced by conjunctions such as 'and' or
'so'
punctuation (full stops, commas, capital letters to demarcate sentences) is
attempted where appropriate and with some accuracy
the spelling of simple words is usually accurate
control of tense and agreement is uneven
Band 2
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8-11 marks
a range of grammatical structures is used to vary the length and focus of
sentences
simple, compound and complex sentences are used to achieve particular effects
a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
most spelling, including that of irregular words, is usually correct
control of tense and agreement is secure
Band 4
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
4-7 marks
sentences are varied and both compound and complex sentences are used
there is use of some subordination to achieve clarity and economy
some control of a range of punctuation, including the punctuation of direct speech
the spelling of simple and polysyllabic words is usually accurate
control of tense and agreement is generally secure
Band 3

1-3 marks
12-15 marks
there is appropriate and effective variation of sentence structures
there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and
create deliberate effects
virtually all spelling, including that of complex irregular words, is correct
tense changes are used confidently and purposefully
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 33
GCSE ENGLISH LANGUAGE
HIGHER TIER UNIT 2
SECTION A (30 marks)
Read the article ‘Kevin the Teenager’ in the separate Resource Material.
A1.
What impressions does Edward Enfield give of his son, Harry?
[10]
This question tests knowledge and use of text and inference / interpretation. It also
tests appreciation of language.
0 marks: nothing worthy of credit.
Give 1 mark to those who make unsupported assertions or simple comments with
occasional reference to the text.
Give 2-4 marks, according to quality, to those who make simple comments with
reference to surface features of the text or show some awareness of implicit
meaning.
Give 5-7 marks, according to quality, to those who select and begin to analyse
appropriate material from the text to reach a valid response. These answers should
be making inferences.
Give 8-10 marks, according to quality, to those who select and analyse appropriate
material from the text to reach a well-considered response. These answers should be
thorough as well as perceptive.
The key to this will be the ability to sort out what applies to Harry Enfield in particular
as opposed to teenagers in general.
Some points that candidates may explore:
 he played ‘filthy pop music’ very loud
 he was inclined to ‘grunts, sighs and sulks’
 he used his dinner money for coffee and cigarettes at the cinema
 he ‘swore blind’ he had had a proper meal at school
 he smoked in an unintelligent way
 he denied that he smoked but left a trail of incriminating evidence
 dropped/slurred syllables
 he led a double life as a secret punk
 he was scruffy
 he was chatty when they had visitors
 he created "Kevin the Teenager"
Impressions?
 he was a ‘typical’ teenager (just like his comic creation) noisy and inconsiderate
 he was uncommunicative/rude/moody/grumpy/petulant
 he was deceitful/told lies/hides things
 he was stupid/naïve/unsubtle
 he developed an incomprehensible way of speaking/lazy speech
 mature enough to poke fun at (and make a living out of) his former self
 he was rebellious/wanted to fit in with peers/image important
 he could be sociable with strangers/visitors
Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 34
Read ‘‘Who’s the real Kevin?’’ by Holly Graham on the opposite page.
A2.
Holly Graham tries to suggest that parents are as bad as teenagers. How does
she do this?
[10]
You should consider:
 what she says;
 the writer’s choice of words and phrases.
This question tests the knowledge and use of text and inference/interpretation. It also
tests appreciation of language.
0 marks: nothing worthy of credit.
Give 1 mark to those who make simple comments with occasional reference to the
text, or copy unselectively. These answers will struggle to engage with the text and/or
the question.
Give 2-4 marks, according to quality, to those who make simple comments based on
surface features of the text, and/or show awareness of more straightforward implicit
meaning/writer’s techniques. Better answers will make some attempt to address the
issue of ‘how’.
Give 5-7 marks, according to quality, to those who make valid comments/inferences
based on appropriate detail from the text. these answers should be addressing the
issues of ‘how’, although they may reply on spotting key words/questions. Better
answers will have a clear focus on writer’s technique.
Give 8-10 marks, according to quality, to those who explore the text in detail and make
valid comments/inferences. These answers should combine specific detail with
overview and be fully engaged with analysis of writer’s technique.
Analysis of ‘how’ is partly a matter of content and partly a matter of style.
Some points that candidates may explore:
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she relies on examples and personal experience
she uses the example of her mother and father/lists their shortcomings
she insists that her mother is ‘definitely’ more like Kevin than she is
she gives examples of the way her mother behaves like a stereotypical teenager
(the rolling eyes, the sighs, the lack of explanation, hiding away in her room, the
slamming doors, answering back and making sarcastic comments)
she adopts a sarcastic tone (we wouldn't understand)
she accuses her mother of being a hypocrite (the chocolate, wine, money)
double standards
she claims her mother has far worse moods than she does/overreacts
she accuses her of getting obsessed with ‘stupid stuff’
she suggests she is inconsistent in her behaviour and ridiculous
she says she is self-absorbed and can be irritable for a whole day about her
‘problems’
Dad is just as hypocritical (the TV)/she is sarcastic about him
she gives examples of them spending money on self-indulgent luxuries
she says they are as untidy as she is (dad's clothes)
she is honest (admits faults)
In general:
She takes almost every accusation aimed at teenagers and provides examples of
how her parents are guilty of what they condemn.
This is a not a checklist of indicative content and answers should be marked in levels
of response.
Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 35
A3.
To answer the next question you will need to consider both texts.
Compare what Edward Enfield and Holly Graham think about the relationships
between parents and teenagers.
You should organise your answer using the following headings:
 the way teenagers are presented;
 the way parents are presented.
[10]
This question tests the ability to select material appropriate to purpose, to collate
material from different sources and make cross-references.
0 marks: nothing worthy of credit.
Give 1 mark to those who make simple comments with occasional reference to the
texts, or copy unselectively.
Give 2-4 marks, according to quality, to those who make simple comments based on
surface features of the texts and/or show awareness of more straightforward implicit
meanings. Weaker answers could be a jumble of detail. Better answers should make
some clear, if obvious, comparisons and contrasts.
Give 5-7 marks, according to quality, to those who make valid comments/inferences
based on appropriate detail from the texts. Better answers will show the ability to crossreference in an organised way.
Give 8-10 marks, according to quality, to those who make valid comments/inferences
based on a thorough and organised selection of appropriate detail from the texts.
These answers should be coherent and insightful, ranging confidently across both
texts.
Some points that candidates may explore:

the way teenagers are presented
Holly Graham > she admits to a lot of ‘faults’
but suggests that teenagers are the victims of hypocrisy
more
she also claims that teenagers ‘get a very unfair representation’
positive
from the media
no worse than adults
Edward Enfield > teenagers are sulky and grumpy/anti-social
they are lazy and difficult/hard to live with/selfish
negative
they are mostly like ‘Kevin’ (stupid and useless)
girls are ‘less frightful’ than boys
boys are better socially
like the media stereotype a pain in the neck until they leave

the way parents are presented
Holly Graham > they are more like ‘Kevin’/just as bad
they nag
they overreact to ‘stupid stuff’
they are hypocrites in various ways/unfair
they are immature/moody
they are self-indulgent
Edward Enfield > they have to ‘suffer’ teenagers
they are justified in their attitude
they are the victims
they do not always know what their children are doing
hardworking
they get their lives back
Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 36
SECTION B (30 marks)
The following descriptors have to be applied using the notion of 'best-fit' and there is no
intention to create a hierarchy of writing styles or content. The candidates themselves set
the level of difficulty in terms of the choice of content, form and structure as well as in use of
language. Successful execution must be considered in relation to ambition of approach, and
examiners must be alert to individual interpretations and judge them on their writing merits.
We cannot be too rigid in our suggestions about the length of answers, but responses which
are very short will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades A*- D; the scale allows for performances
which fall below this on occasion.
For Section B you will be awarding two marks:
 content and organisation (15 marks)
 sentence structure, punctuation, spelling (15 marks)
These marks must be recorded at the end of each response in the body of the script, not in
the margin. The total mark (out of 30) should be recorded in the right hand margin, ringed
and then transferred to the front cover.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 37
Write your article on your city, town or village.
[30]
An understanding of purpose, audience and format is particularly important in this type of
writing.
Content and organisation (15 marks)
0 marks: nothing written/not worthy of credit
Band 1
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
basic awareness of the purpose and format of the task
some awareness of the reader / intended audience
some relevant comment but analysis is basic (e.g. comment/analysis not effectively
linked to stimulus material)
simple sequencing of ideas provides some coherence
paragraphs may be used to show obvious divisions or group ideas into some order
some attempt to adapt style to purpose / audience (e.g. degree of formality)
there is a limited range of vocabulary with little variation of word choice for meaning
or effect
Band 2
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8-11 marks
shows clear understanding of the purpose and format of the task
shows clear awareness of the reader / intended audience
clear sense of purpose shown in analysis/comment; appropriate reasons given in
support of opinions/recommendations
analysis/comment is shaped to support a clearly expressed viewpoint or
recommendation
ideas are shaped into coherent arguments
paragraphs or sections are used consciously to structure the writing
style is adapted to purpose / audience
there is a range of vocabulary selected to convey precise meaning or to create effect
Band 4
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4-7 marks
shows awareness of the purpose and format of the task
shows awareness of the reader / intended audience
a sense of purpose shown in analysis/comment and some reasons are given in
support of opinions and recommendations
sequencing of details and comments provides coherence
paragraphs are logically ordered and sequenced
a clear attempt to adapt style to purpose / audience
there is some range of vocabulary, occasionally selected to convey precise meaning
or to create effect
Band 3
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1-3 marks
12-15 marks
shows sophisticated understanding of the purpose and format of the task
shows sustained awareness of the reader / intended audience
analysis/comment is well-judged, detailed, and pertinent
analysis/comment is convincingly developed and supported by relevant detail
analysis/comment is selected and prioritised to construct sophisticated argument
paragraphs are effectively varied in length and structure to control progression
confident and sophisticated use of a range of stylistic devices adapted to purpose /
audience
a wide range of appropriate, ambitious vocabulary is used to create effect or convey
precise meaning
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 38
Sentence structure, punctuation and spelling (15 marks)
0 marks: nothing written/not worthy of credit
Band 1
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sentences are mostly simple or compound
compound sentences are linked or sequenced by conjunctions such as 'and' or 'so'
punctuation (full stops, commas, capital letters to demarcate sentences) is
attempted where appropriate and with some accuracy
the spelling of simple words is usually accurate
control of tense and agreement is uneven
Band 2
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
8-11 marks
a range of grammatical structures is used to vary the length and focus of
sentences
simple, compound and complex sentences are used to achieve particular effects
a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
most spelling, including that of irregular words, is usually correct
control of tense and agreement is secure
Band 4


4-7 marks
sentences are varied and both compound and complex sentences are used
there is use of some subordination to achieve clarity and economy
some control of a range of punctuation, including the punctuation of direct speech
the spelling of simple and polysyllabic words is usually accurate
control of tense and agreement is generally secure
Band 3

1-3 marks
12-15 marks
there is appropriate and effective variation of sentence structures
there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and
create deliberate effects
virtually all spelling, including that of complex irregular words, is correct
tense changes are used confidently and purposefully
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 39
GCSE ENGLISH LANGUAGE
FOUNDATION TIER UNIT 1
SECTION A (30 marks)
Look again at lines 1-20.
A1.
In these lines Mike finds himself in danger. How does he react?
[10]
You should track through these lines carefully, looking at what he thinks, what
he feels and what he does
This question tests the ability to read with insight and engagement, select relevant
material and to make appropriate references to texts.
0 marks – question not attempted.
Give 1 mark for candidates who struggle to engage with the text and/or question.
Give 2 -3 marks according to quality, to those who copy unselectively or make simple
comments with occasional references to the text.
4 - 6 marks, according to quality, to those who make simple comments based on
surface features of the text or to explain some of Mike’s thoughts, feelings and
actions.
7 - 10 marks, according to quality, to those who select and employ appropriate
material from the text to support views and some inferences.
Some points that candidates may explore:

















he knows he is in danger as the bus moves on
when he sees the young men he knows they may attack and rob him
he realises he cannot get back to the safety of the bus
his mouth was already dry
his heart was pounding
he feels angry about what will happen to him (`crying out in protest`)
he thinks about the money he has in his purse
he knows they want the money
he thinks they will show him no mercy
they will kill him
he thinks his wife will be made a widow/children fatherless
he is not sure what to do – he stands uncertainly
he feels trapped
he knows there is no chance of help from the convent
he thinks the waste land is his only hope
he moves towards it
he knows some of the young men are there waiting for him
This is not a checklist of indicative content and the question should be marked in
levels of response. Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 40
Read lines 21-42
A2.
How does the writer make this part of the story tense and exciting?
[10]
You should write about:
 what happens in these lines;
 Mike’s thoughts and feelings;
 the writer’s choice of words and phrases.
This question tests the ability to read with insight and engagement, to make
appropriate references to texts and to sustain an interpretation. It also tests
understanding of linguistic and structural devices.
0 marks - nothing worthy of credit.
Give 1 mark for candidates who struggle to engage with the text and/or
question. Give 2-3 marks, according to quality to those who copy
unselectively or make simple comments with occasional references to text.
4-6 marks, according to quality, to those who make simple comments based on
surface features of the text and/or show awareness of more straightforward implicit
meaning.
7-10 marks, according to quality, to those who select and begin to analyse
appropriate material from the text and explore how it creates tension and drama.
These answers should be attempting to probe the impact of specific words and
phrases.
Some points that candidates may explore:
What happens
 he can smell his own fear
 the men shout direction to try to trap him
 Mike runs towards the waste land in an attempt to escape from them
 he lashes out with his stick at one of the attackers
 his leg gets caught by a piece of iron – he thinks he’s been caught by one of the men
 as he runs further into the waste land he can hear the men behind him
 he falls into a tangle of wire and struggles to get away, increasing our fear of him
being caught
 he thinks he will be killed
 in desperation he tries to shout out but he can make no sound
 he tears at the wire that holds him, ripping his face and hands
Mike’s thoughts and feelings:
 he is sure he is about to be killed
 he thinks about the injustice of life
 he is anxious (sweating, heart thumping)
 he cannot keep calm/control his breathing
Words and phrases candidates may explore:
 `his fear was great and instant` - suggests the danger he feels he is in
 “loomed up at him” – suggests a large menacing figure / he cannot see his
attacker clearly
 he `plunges blindly` into the waste land – the words suggest panic
 the place is a `wilderness of wire and iron` - he doesn’t know where to go / it’s a
threatening place
 `Something` catches him – but we don’t know what or who - the writer
deliberately withholds information
 he is `sobbing and out of breath` - suggests panic and loss of control
 the barbed wire that `tore at his clothes and flesh` - suggests the violence of the
action and the pain he felt
 he cries out, repeating “help me!”
 his voice comes out as just a gasp – is a clear sign of the fear he is feeling
 `he tore at the wire` suggests his desperate panic to escape
Reward valid alternatives. This is not a checklist of indicative content and the question
should be marked in levels of response.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 41
Read lines 43-69.
A3.
What happens in these lines? How do you, as a reader, react to what happens,
as an ending to the story?
[10]
This question tests the ability to read with insight and engagement, to make
appropriate references to texts and to sustain an interpretation. It also tests
understanding of linguistic and structural devices.
0 marks - nothing worthy of credit.
Give 1 mark for candidates who struggle to engage with the text and/or question.
Give 2-3 marks, according to quality, to those who copy unselectively or make simple
comments with occasional references to text.
4-6 marks, according to quality, to those who make simple comments based on
surface features of the text and/or show awareness of more straightforward implicit
meaning. Most answers will probably give a simple response with some reference to
'what happens'. Better answers may attempt to link a personal response to the text.
7-10 marks, according to quality, to those who select and begin to analyse
appropriate material from the text. These answers will make a sensible, personal
response based on appropriate evidence from the text.
What happens:
 two of the gang come close to where Mike is hiding
 they think he's got away
 we suddenly realise that `Freddy` is Mike’s son – and one of the gang
 can't find Freddy
 they find a body
 when they find the dead body they just search it for money
 they light a match and discover it is Freddy
 they show no feelings when they realise that it is Freddy who has been killed
 it is Mike who has killed Freddy
 the dead body is thrown under the lorry – it lies next to Mike
 when Mike realises it is his son, he is overcome with grief
 he walks away after the gang leave.
Personal reaction:
 anxiety that the young men will find Mike under the lorry
 confusion about Mike's son's involvement
 anger/shock/horror that Mike’s son was part of the gang and wanted to rob/kill
him
 tense about Mike being discovered
 shock at the realisation that it was Mike who has killed his son
 sympathy and sadness towards Mike in his situation
 hatred / anger towards the callous young men in the gang
 disgust/anger that they simply throw the body of Freddy under the lorry
 uncomfortable that this is not a happy ending
 relieved/pleased that Mike escapes
This is not a checklist of indicative content and the questions should be marked in levels of
response. Reward valid alternatives
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 42
SECTION B (30 marks)
The following descriptors have to be applied using the notion of best-fit and there is no
intention to create a hierarchy of writing styles or content. The candidates themselves set
the level of difficulty in terms of the choice of content, form and structure as well as in use of
language. Successful execution must be considered in relation to ambition of approach, and
examiners must be alert to individual interpretations and judge them on their writing merits.
We cannot be too rigid in our suggestions about the length of answers, but responses which
are very short, will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades C-G; the scale allows for performances
which are above this on occasion.
For Section B you will be awarding two marks:

content and organisation (15 marks)

sentence structure, punctuation, spelling (15 marks)
These marks must be recorded at the end of each response in the body of the script, not in
the margin. The total mark (out of 30) should be recorded in the right hand margin, ringed
and then transferred to the front cover.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 43
Choice of narrative writing task. (See question paper.)
[30]
Content and organisation (15 marks)
0 marks: nothing written/not worthy of credit.
Band 1





basic sense of plot and characterisation
simple chronological writing predominates
narratives may have a beginning and an ending but content is likely to be undeveloped
paragraphs may be used to show obvious divisions and to group ideas into some order
and sequence
limited range of vocabulary is used with little variation of word choice for meaning or
effect
Band 2












6-10 marks
some control of plot and characterisation (e.g. perspective is maintained)
narrative is beginning to show evidence of some conscious construction (e.g. some
appropriate use of dialogue; topic sentences are supported by relevant detail)
there is an appropriate beginning and an apt conclusion
narrative is developed to engage the reader's interest
paragraphs are logically ordered and sequenced
there is some range of vocabulary, occasionally selected to create effect or to convey
precise meaning
Band 3


1-5 marks
11-15 marks
overall the writing is controlled and coherent
plot and characterisation are convincingly sustained (e.g. dialogue helps to develop
character)
narrative is organised and sequenced purposefully
narrative has shape, pace and detail, engaging the reader's interest
detailed content is well organised within and between paragraphs
paragraphs of varied length are linked by text connectives and progression is clear
there is some use of devices to achieve particular effects
there is a range of vocabulary selected to create effect or to convey precise meaning
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 44
Sentence structure, punctuation and spelling (15 marks)
0 marks: nothing written/not worthy of credit.
Band 1





sentences are mostly simple or compound
compound sentences are linked or sequenced by conjunctions such as 'and' or 'so'
punctuation (full stops, commas, capital letters to demarcate sentences) is attempted
where appropriate and with some accuracy
the spelling of simple words is usually accurate
control of tense and agreement is uneven
Band 2







6-10 marks
sentences are varied and both compound and complex sentences are used
there is use of some subordination to achieve clarity and economy
some control of a range of punctuation, including the punctuation of direct speech
the spelling of simple and polysyllabic words is usually accurate
control of tense and agreement is generally secure
Band 3



1–5 marks
11-15 marks
a range of grammatical structures is used to vary the length and focus of sentences
simple, compound and complex sentences are used to achieve particular effects
a range of punctuation is used accurately to structure sentences and texts, sometimes to
create deliberate effects, including parenthetic commas
most spelling, including that of irregular words, is usually correct
control of tense and agreement is secure
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 45
GCSE ENGLISH LANGUAGE
FOUNDATION TIER UNIT 2
SECTION A (30 marks)
Read the newspaper article, ‘BRAVING THE SEAS FOR DARING RESCUE’.
A1.
What made the rescue so dangerous?
[5]
This question tests the ability to read with insight and engagement, make appropriate
reference to texts.
Award one mark for each correct answer, to a maximum of five:

the ship was listing dangerously;

it took a long time to reach the ship;

a gale force wind was blowing;

huge waves/difficult sea conditions;

it took a long time to complete the rescue of the remaining five men;

the heavy swell made it hard for the lifeboat to stay alongside;

the lifeboat was pitching and rolling;

one man fell into the sea and was pulled on board;

the rescue took place at night;

rescue was carried out with only emergency lighting/it was difficult to see;
Reward valid alternatives.
A2
List five things that could be bought by RNLI for lifeboat crews to help save
people’s lives.
[5]
This question tests the ability to read and understand texts and select material
appropriate to purpose.
Award one mark for each correct answer, to a maximum of five:







non-slip boots
battery (for a lifeboat’s engine)
deck flood-light
all-weather protective jacket
life jacket
safety helmet
protective clothing
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 46
A3.
How does the RNLI leaflet try to persuade the reader to become a member of
the RNLI?
[10]
This question tests knowledge and use of text but also rewards
inference/interpretation and appreciation of language and stylistic features.
0 marks, nothing worthy of credit.
Give 1 mark to candidates who struggle to engage with the text and/or question.
Give 2-3 marks, according to quality, to those who copy unselectively, make
unsupported assertions or make simple comments with occasional references to the
leaflet.
4-6 marks, according to quality, to those who say what is in the leaflet or make
simple comments/inferences with appropriate references to the text. These answers
will make an attempt to explain some straight-forward aspects of persuasion.
7-10 marks, according to quality, to those who make valid comments based on
appropriate detail from the text. These answers should be at least beginning to address
the issue of 'how', although they may rely on some 'spotting' and listing of key words or
quotations.
'How' is partly a matter of content and partly a matter of style
Some points that candidates may explore:
what it says:
 focus on the dedication and bravery of the volunteer crews - ‘They seek no
reward’; ‘prepared to risk all to save lives at sea’;
 your membership and money can help to save lives;
 the RNLI is entirely dependent on voluntary donations;
 more people each year are being rescued by the RNLI – therefore, even more
need for support;
 example of Robbie Maiden highlights need for people to donate money for
essential equipment – it offers a clear link to what donations can provide;
 becoming a member of RNLI brings benefits – magazine/sticker;
 letter emphasises the key messages and repeats the direct appeal;
 statistics are used to emphasise the importance of their work (over 6000 people
rescued every year).
how it says it:
 constant direct appeal to the reader: ‘Will you join them?’ / ‘Why...lifeboat crew
are counting on you’;
 extensive use of questions: “Can they count on your membership…?”
 repetition of the need for the public to support the RNLI;
 extensive repetition of key information: crews are volunteers; risks taken by
crews etc.
 questions or appeals conclude key paragraphs;
 subheadings are dramatic statements: ‘Never thinking of themselves’; ‘Always
ready for action’.
 Description of Robbie Maiden’s plight/rescue uses dramatic language to
emphasise the dangers lifeboat crew face;
 There is a constant link between readers’ donations and the impact on the RNLI;
 The use of the letter is designed to make the appeal more personal.
the photographs chosen:
 photograph shows the crew equipped and ready for action – in the gear you need
to provide them with;
 other photographs show lifeboats in action (small/in rough seas), linked to
captions e.g. ‘always ready’ that emphasise the need for donations to provide the
right equipment.
This is not a checklist and the question should be marked in levels of response.
Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 47
To answer this next question you must use both texts.
A4.
Both texts are about the work of lifeboat crews. Using information from both
texts, compare what you learn about lifeboats and lifeboat crews.
[10]
This question tests the ability to read and understand texts, to select material
appropriate to purpose, to collate material from different sources and make crossreferences as appropriate.
0 marks, nothing worthy of credit.
Give 1 mark to candidates who struggle to engage with the text and/or question.
Give 2-3 marks, according to quality, to those who copy unselectively, or make
simple comments with occasional references to the texts.
4-6 marks, according to quality, to those who use both texts to make some simple
comments/inferences and some appropriate selection from the texts. Better answers
will make some clear, if obvious comparisons.
7-10 marks, according to quality, to those who make valid comments based on a
range of appropriate detail from the texts. Better responses will make links across
the two texts and cross reference in an organised way.
Some points that candidates may explore and include in each paragraph:
What you learn about the lifeboat crews
Leaflet
 they are brave : “ready to risk their own lives” / “risking all…”
 they are volunteers / seek no reward
 made up of men and women
 they are dedicated – on standby at all times “day or night, every single day of the
year”
 they are supported by public donations
 they save people’s lives
 their equipment is expensive/essential
Article
 the lifeboat crew was determined to complete the rescue
 they worked in difficult conditions
 the work can be very physically demanding/they are tough
What you learn about the lifeboats
Leaflet
 there is an increasing need for lifeboats – required now more than ever
 RNLI introducing new, fast all-weather lifeboats
 there is a fleet of over 300 lifeboats
 they range from 5m inshore to 17m all-weather lifeboats
 they are equipped with the latest navigation and communications equipment
 they are paid for by voluntary contributions
Article
 the lifeboat in the rescue was 17m and made of fibreglass
 small / flimsy in comparison to the ship it was rescuing seamen from
 it weighed only 41 tonnes
 it copes with extreme conditions
This is not a checklist of indicative content and the question should be marked in
levels of response. Reward valid alternatives.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 48
SECTION B (30 marks)
The following descriptors have to be applied using the notion of best-fit and there is no
intention to create a hierarchy of writing styles or content. The candidates themselves set
the level of difficulty in terms of the choice of content, form and structure as well as in use of
language. Successful execution must be considered in relation to ambition of approach, and
examiners must be alert to individual interpretations and judge them on their writing merits.
We cannot be too rigid in our suggestions about the length of answers, but responses which
are very short, will be self-penalising. Be prepared for the unexpected approach.
N.B. This tier will lead to awards from Grades C-G; the scale allows for performances
which are above this on occasion.
For Section B you will be awarding two marks:

content and organisation (15 marks)

sentence structure, punctuation, spelling (15 marks)
These marks must be recorded at the end of each response in the body of the script, not in
the margin. The total mark (out of 30) should be recorded in the right hand margin, ringed
and then transferred to the front cover.
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 49
Write your article on your city, town or village.
[30]
An understanding of purpose, audience and format is particularly important in this
type of writing.
Content and organisation (15 marks)
0 marks: nothing worthy of credit
Band 1







basic awareness of the purpose and format of the task
some awareness of the reader / intended audience
some relevant comment but analysis is basic
simple sequencing of ideas provides some coherence
paragraphs may be used to show obvious divisions or group ideas into some
order
limited attempt to adapt style to purpose / audience (e.g. degree of formality)
there is a limited range of vocabulary with little variation of word choice for
meaning or effect
Band 2











6-10 marks
shows awareness of the purpose and format of the task
shows awareness of the reader / intended audience
a sense of purpose shown in analysis / comment and some reasons are given in
support of opinions and recommendations
sequencing of details and comments provides coherence
paragraphs are logically ordered and sequenced (e.g. topic sentences are
supported by relevant detail)
a clear attempt to adapt style to purpose / audience
there is some range of vocabulary, occasionally selected to convey precise
meaning or to create effect
Band 3



1-5 marks
11-15 marks
shows clear understanding of the purpose and format of the task
shows clear awareness of the reader / intended audience
clear sense of purpose shown in analysis / comment; appropriate reasons given
in support of opinions/ ideas
ideas are shaped into coherent arguments
paragraphs or sections are used consciously to structure the writing
style is adapted to purpose / audience
there is a range of vocabulary selected to convey precise meaning or to create
effect
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE Additional Specimen Assessment Materials 50
Sentence structure, punctuation and spelling (15 marks)
0 marks: nothing written/not worthy of credit.
Band 1





sentences are mostly simple or compound
compound sentences are linked or sequenced by conjunctions such as and or so
punctuation (full stops, commas, capital letters to demarcate sentences) is attempted
where appropriate and with some accuracy
the spelling of simple words is usually accurate
control of tense and agreement is uneven
Band 2







6-10 marks
sentences are varied and both compound and complex sentences are used
there is use of some subordination to achieve clarity and economy
some control of a range of punctuation, including the punctuation of direct speech
the spelling of simple and polysyllabic words is usually accurate
control of tense and agreement is generally secure
Band 3



1-5 marks
11-15 marks
a range of grammatical structures is used to vary the length and focus of sentences
simple, compound and complex sentences are used to achieve particular effects
a range of punctuation is used accurately to structure sentences and texts, sometimes to
create deliberate effects, including parenthetic commas
most spelling, including that of irregular words, is usually correct
control of tense and agreement is secure
GCSE English Language in Wales Additional SAMs for first award summer 2014/JF
08 03 14 ED
© WJEC CBAC Ltd.