Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE In Persian (1PN0) Paper 4H: Writing in Persian Edexcel and BTEC Qualifications

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Mark Scheme (Results) Summer 2022 Pearson Edexcel GCSE In Persian (1PN0) Paper 4H: Writing in Persian Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, ... the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus. Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: www.pearson.com/uk Summer 2022 Publications Code 1PN0_4F_2022_MS All the material in this publication is copyright © Pearson Education Ltd 2022 General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. • There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. GCSE Persian Higher tier Paper 4 Mark scheme General guidance on using levels-based mark schemes Step 1 Decide on a band • You should first of all consider the answer as a whole and then decide which descriptors most closely match the answer and place it in that band. The descriptors for each band indicate the different features that will be seen in the student’s answer for that band. • When assigning a band you should look at the overall quality of the answer and not focus disproportionately on small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different bands of the mark scheme you should use a ‘best fit’ approach for defining the band and then use the variability of the response to help decide the mark within the band, for example if the response is predominantly band 5–8 with a small amount of band 9–12 material, it would be placed in band 5–8 but be awarded a mark near the top of the band because of the band 9–12 content. Step 2 Decide on a mark • Once you have decided on a band you will then need to decide on a mark within the band. • You will decide on the mark to award based on the quality of the answer; you will award a mark towards the top or bottom of that band depending on how students have evidenced each of the descriptor bullet points. • You will modify the mark based on how securely the trait descriptors are met at that band. • You will need to go back through the answer as you apply the mark scheme to clarify points and assure yourself that the band and the mark are appropriate. Assessment criteria for the Higher tier Question 1 – Higher tier (20 marks) For this question, students’ work is marked by Pearson using assessment criteria given in two mark grids: • communication and content • linguistic knowledge and accuracy. This question contains four bullet points that form part of the task. Failure to cover all four bullet points will impact on the marks that can be awarded against the requirements of the two mark grids for this question (see below). There is no requirement for even coverage of the bullet points in any band. However, in order to access marks in the top band, students must refer to all bullet points and meet the other assessment criteria in the top band. This question requires students to write in an informal style (see Additional guidance). The student is expected to produce 80–90 words for this task. The number of words is approximate and students will not be penalised for writing more or fewer words than recommended in the word count. All work produced by the student must be marked. Question 1: communication and content mark grid – Higher tier Mark Descriptor 0 No rewardable material 1–3 • Communicates brief information relevant to the task with little development • Limited adaptation of language to narrate, inform and interest; straightforward personal opinions are given with limited justification • Expresses straightforward thoughts and ideas; uses common, familiar language with repetition • Variable use of appropriate register and style 4–6 • Communicates information relevant to the task, with development of the occasional key point and idea • Some effective adaptation of language to narrate and inform; attempts are made to interest and give convincing personal opinions which are occasionally successful • Expresses mainly straightforward thoughts and ideas with the occasional individual thought/idea; some different examples of common, familiar language • Appropriate use of register and style is evident but with inconsistencies Mark Descriptor 7–9 • Communicates information relevant to the task, with development of some key points and ideas • Mostly effective adaptation of language to narrate and inform, some effective language to interest and give convincing personal opinions • Some examples of creative language use to express individual thoughts and ideas; a variety of mainly common, familiar language with the occasional example of uncommon language • Appropriate use of register and style is evident but with occasional inconsistency 10–12 • Communicates information relevant to the task with expansion of key points and ideas • Effective adaptation of language to narrate, inform, interest and give convincing personal opinions • Frequent examples of creative language use to express individual thoughts and ideas; a variety of vocabulary and expression, some examples of uncommon language • Appropriate use of register and style throughout, with minimal inconsistency Additional guidance Creative language use: examples of creative language use are: • using language to create an effect • using language, including familiar, high-frequency and simple language, to respond to unfamiliar/unexpected contexts and purposes • using language to express thoughts, ideas, feelings and emotions • using language to inform and narrate ideas, thoughts and points of view to maintain interest • applying a variety of vocabulary and structures to maintain interest • using language effectively to achieve more complex purposes, for example to interest, to convince. Individual thoughts, ideas and opinions: this is linked to creative use of language whereby students use language to express original thoughts, ideas and points of view that go beyond the minimum/standard/predictable response. Register and style definition: informal register and style – examples of informal style include colloquial, conversational language that students would use with friends. It also requires use of the informal structure when using, for example, verbs, personal pronouns and possessive adjectives. Adaptation of language to narrate, inform, interest and give convincing opinions: adapts language to achieve different purposes in the language; students may adapt language more effectively for one purpose than another, for example they may use language effectively to narrate but less effectively to interest or give a convincing opinion. Question 1: linguistic knowledge and accuracy mark grid – Higher tier Mark Descriptor 0 No rewardable material 1–2 • Uses straightforward grammatical structures, some repetition • Produces brief, simple sentences, limited linking of sentences • Variable accuracy with language and structures, variable success when referring to past, present and future events, regular ambiguity; often errors prevent meaning being conveyed 3–4 • Uses mostly straightforward grammatical structures, occasional repetition • Produces occasionally extended sentences linked with familiar, straightforward conjunctions • Some accurate language and structures, including some successful references to past, present and future events, some ambiguity; often errors occur that hinder clarity of communication and occasionally prevent meaning being conveyed 5–6 • Different examples of straightforward grammatical structures are evident • Produces some extended sentences that are linked with familiar, straightforward conjunctions • Frequently accurate language and structures, including mostly successful references to past, present and future events, occasional ambiguity; sometimes errors occur that hinder clarity of communication 7–8 • Some variation of grammatical structures, occasional complex structure • Produces frequently extended sentences, well linked together • Generally accurate language and structures, including successful references to past, present and future events; occasionally errors occur that hinder clarity of communication Additional guidance Complex grammatical structures are considered to be: • all grammar and structures that are included in the grammar list which are specific to Higher tier GCSE • varied and complex word order • using extended sentences that include a range of structures, for example conjunctions, pronouns, reported speech and/or a range of lexis, for example to express abstract ideas/convey justified arguments • conceptually more challenging language. Straightforward grammatical structures are considered to be: • repetitive, simple word order • short, simple sentences that use a repetitive range of common, high-frequency structures • simple ideas, opinions and thoughts that are expressed but are not justified. Errors: students are not expected to produce perfect, error-free writing in order to access the top band as errors are also made by native speakers. The mark grid describes the frequency of errors and the impact that errors have on coherence. Errors that do not hinder clarity: • errors that do not affect meaning, for example for example using a plural noun after numbers, repeating subject • infrequent errors that do not distract the reader from the content and which result in coherent writing. Errors that hinder clarity: • errors that make writing difficult to understand immediately (even if the meaning is eventually understood)/errors that force readers to re-read in order to understand what is meant, for example inappropriate tense formation, mismatch of subject and the possessive adjective • frequent errors hinder clarity as they will distract the reader from the content of the writing. Errors that prevent meaning being conveyed: • errors that mean the reader cannot understand the message • errors that convey the wrong message • errors that make it unclear who is carrying out the action, for example using the incorrect person of the verb • mother-tongue interference. NB: these are examples only and do not constitute a finite list. Question 2 – Higher tier (28 marks) For this question, students’ work is marked by Pearson using assessment criteria contained in two mark grids: • communication and content • linguistic knowledge and accuracy. This question contains four bullet points that form part of the task. Failure to cover all four bullet points will impact on the marks that can be awarded against the requirements of the two mark grids for this question (see below). There is no requirement for even coverage of the bullet points in any band. However, in order to access marks in the top band, students must refer to all bullet points and meet the other assessment criteria in the top ba [Show More]

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