What's In It For Me?

1. Coverage of Assessment Objectives (AOs)

AO1: Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives

  • Questions 1–5 (Text One) and equivalent questions for Text Two focus on identifying and interpreting information, selecting ideas, and drawing from specific lines, which aligns well with AO1.

  • The comparison question (Text One & Two) also directly targets AO1 by requiring students to compare perspectives and presentation, which is a standard Spec B question type. ✅

AO2: Understand and analyse how writers use linguistic and structural devices to achieve their effects

  • The long-answer question (“Explain how the writer presents her ideas…”) requires analysis of language and structure, supported by brief quotations.

  • The mark scheme you created mimics the Edexcel style, rewarding identification of devices (rhetorical questions, repetition, metaphor) and their effects on the reader. ✅

AO3 (contextual understanding) and AO4 (communicate effectively in writing)

  • The Section B letter task and Section C writing tasks clearly address AO4. Candidates are asked to adapt form, tone, and register, and the mark schemes give open-ended guidance for ideas and examples. ✅

  • Context is lightly addressed in the Section B letter (using both texts for inspiration), which is sufficient for Spec B.

2. Text Types and Sources

  • Text One is a wellbeing/lifestyle article, Text Two is a personal blog, both published online.

  • These texts differ in tone, perspective, and purpose, which is in line with the Spec B requirement for comparing different text types. ✅

  • The texts are accessible in length (under 60 sentences) and contain quotable material, which is important for exam-style analysis. ✅

3. Question Styles

Short-answer retrieval questions

  • Questions in lines/sections with 1–2 marks mirror past paper formats (e.g., “Identify one reason…” / “Identify two ways…”). ✅

Long-answer analysis questions

  • “Explain how the writer presents her ideas…” questions match the style of Grade 9 Spec B questions, asking for commentary with textual evidence. ✅

Comparison questions

  • “Compare how the writers present their ideas…” is typical of Spec B Paper 2 Section A, combining AO1 and AO2. ✅

Writing tasks (Sections B & C)

  • The Section B letter: purpose, audience, and use of texts is clearly outlined, which is standard in past papers.

  • Section C tasks: open-ended, creative, or discursive, allow for AO4 skills to be assessed. ✅

  • Prompts are suitable for 400-word responses, matching exam expectations.

4. Mark Scheme Quality

  • You’ve mirrored Edexcel’s mark scheme style: bullet points, simple language, multiple valid points, open-ended rewards. ✅

  • Section C mark schemes allow for wide interpretation, which aligns with Spec B’s flexibility for creative and argumentative writing. ✅

  • Level descriptors for writing (basic to high-level communication) could be expanded for clarity in grading, but the current format is reasonable for internal or mock assessments.

5. Strengths

  • Covers all main question types (retrieval, interpretation, analysis, comparison, and writing).

  • Uses accessible yet challenging texts suitable for Grade 9.

  • Provides clear, exam-like mark schemes in line with Edexcel expectations.

  • Encourages close textual reference and critical thinking.

6. Areas for Improvement

  • Section C mark scheme could be linked explicitly to AO4 levels 1–5 with clear descriptors for “effective communication, vocabulary, structure, and punctuation” to fully match Edexcel format.

  • Some questions could have slightly more focus on language and structure terminology to reinforce AO2 (e.g., asking about emotive language, rhetorical devices).

  • Could include time indicators or suggested points per question to simulate real exam conditions.

✅ Verdict

Overall, this paper closely mirrors the structure, style, and assessment objectives of Edexcel Spec B past papers. It:

  • Successfully tests AO1, AO2, and AO4.

  • Uses appropriate text types and lengths.

  • Includes short-answer, long-answer, comparison, and writing tasks.

  • Provides clear, realistic mark schemes.

With minor refinements to AO4 level descriptors and explicit focus on language terms, this could be a very strong, exam-standard practice paper for Edexcel Spec B.

1. Text One – Short Retrieval Questions

Current Question 1:

In lines 1–10, the writer gives reasons why pets can improve our mood. Identify one of these reasons.

Suggestion:

  • This is fine for AO1, but you could make it more specific about mood and mental wellbeing, as Edexcel often frames questions with “according to the text.”

Reworded Example:

In lines 1–10, according to Dr Samantha Brown, how can pets improve a person’s mood?
..........................................................................................................................
..........................................................................................................................
(1 mark)

Current Question 2:

In the section ‘The positive impact on wellbeing’, the writer explains how pets offer emotional support. Identify two ways pets can provide this support.

Suggestion:

  • Refine phrasing to encourage students to link the support to mental wellbeing, which aligns with AO1/AO2.

Reworded Example:

In the section ‘The positive impact on wellbeing’, explain two ways pets can provide emotional support and comfort.
1 ..........................................................................................................................
2 ..........................................................................................................................
(2 marks)

Current Question 3:

In lines 25–35, the writer suggests that owning a pet can influence our social lives. Explain one way this can happen.

Suggestion:

  • Add “according to the text” for clarity and precision.

Reworded Example:

In lines 25–35, according to the text, how can owning a pet influence a person’s social life?
..........................................................................................................................
..........................................................................................................................
(2 marks)

Current Question 4:

In the section ‘Which animal is best for you?’, the writer describes how different pets suit different people. Give two examples the writer uses to show this idea.

Suggestion:

  • Specify “types of pets and owner characteristics” to guide student answers.

Reworded Example:

In the section ‘Which animal is best for you?’, give two examples of pets and the types of owners they might suit.
1 ..........................................................................................................................
2 ..........................................................................................................................
(2 marks)

Current Question 5:

In lines 36–48, the writer makes points about the physical health benefits of owning or spending time with pets. Identify two of these benefits.

Suggestion:

  • Include “according to the text” and link to physical wellbeing explicitly.

Reworded Example:

In lines 36–48, according to the text, identify two physical health benefits of owning or spending time with pets.
1 ..........................................................................................................................
2 ..........................................................................................................................
(2 marks)

2. Long-Answer Analysis Question (AO2)

Current Question:

Explain how the writer presents her ideas about choosing the right pet to suit different lifestyles.

Suggestion:

  • Refine phrasing for AO2: emphasize presentation, language, and structure.

Reworded Example:

Explain how the writer presents her ideas about choosing a pet to suit different people’s lifestyles. You should refer to language, tone, and structure in the text and include brief quotations.
..........................................................................................................................
(5 marks)

3. Comparison Question – Text One & Two

Current Question:

Refer to BOTH Text One and Text Two to answer the following question. Compare how the writers of Text One and Text Two present their ideas and perspectives about climate change.

Issue:

  • The question currently says “climate change,” but your texts are about pets and responsibilities, so the topic needs updating.

Reworded Example:

Refer to BOTH Text One and Text Two to answer the following question. Compare how the writers of Text One and Text Two present their ideas and perspectives about owning a pet and its impact on wellbeing.
Support your answer with examples from both texts.
..........................................................................................................................
(8 marks)

4. Section B Letter (Writing Task)

Current Question:

Write a letter to a friend on the topic of protecting the planet and preventing climate change.

Issue:

  • Your texts are about pets, not climate change. The letter prompt should reflect the texts’ topic.

Reworded Example:

Write a letter to a friend about the responsibilities and challenges of owning a pet. You should include:
• the benefits pets can bring to wellbeing
• the challenges and responsibilities involved
• advice for someone thinking of getting a pet
Think carefully about the purpose of your letter and the audience for whom it is intended.
(30 marks)

✅ Summary of Key Changes

OriginalIssueSuggested Change
“climate change” in AO1/AO2/Section B questionsTexts are about petsChange to “owning a pet” or “responsibilities of pet ownership”
Short retrieval questionsSome lack “according to the text”Add phrase to prompt textual reference
Long-answer analysis questionCould emphasize AO2Add “language, tone, and structure”
Comparison questionTopic mismatchUpdate to reflect pets & wellbeing
Letter taskTopic mismatchChange to pets & responsibilitiesWhy You Shouldn’t Get A Pet — Ethically Kate

Comments

Post a Comment

Popular posts from this blog

Home gardens can transform ‘hungry’ homes

In what ways is fear of Boo Radley presented in the novel? You must consider the context of the novel in your answer.(AO1) • The children’s fear of Boo Radley is shown through their vivid and exaggerated imagination, calling him a “malevolent phantom.” • Scout describes Boo as having “scar across his face” and yellow eyes, creating a fearful image. • Jem and Dill’s stories about Boo include rumors that he “dined on raw squirrels and any cats he could catch,” fueling superstition. • The children dare each other to approach the Radley house, but their fear keeps them cautious and reluctant. • The narrative presents Boo from the children’s perspective, showing how fear is mixed with curiosity and misunderstanding. • Scout’s narrative tone conveys a sense of mystery and childhood innocence that heightens the fear of the unknown. • The gifts left in the knothole of the tree reveal Boo’s kindness, which challenges the initial fearful impression. • The nighttime episode where the child...
Read more

Missing ones

AO1 Edexcel-Style Questions (Based on Article Two) Question 1 (1 mark) Using lines 1–7, identify one reason the writer gives for why her view may surprise readers. ...................................................................................................................................................................................................................................................... ...................................................................................................................................................................................................................................................... (Total for Question 1 = 1 mark) Question 2 (2 marks) In lines 16–25, the writer gives reasons why people value pets. Identify two of these reasons. .........................................................................................................................................................................................
Read more

The Story of an Elephant and the Blind Man

Image
A simple exercise to practice the importance of appreciating diversity. Suitable for a low-resource classroom.  This is a folk tale from India. You can rehearse the story several times and tell it or have students act it out rather than reading it aloud or having students read it alone. Before you present the story to the class, ask students to give their interpretations of the word "see." You may randomly pick or get students to volunteer to answer this question.  Objectives Students will describe different perspectives and how those perspectives impact an individual's point of view. Students will articulate their own perspectives and how those perspectives may impact their perceptions of others and situations. Activity  Before reading, reinforce the idea that "seeing" can mean perceiving something visually   or   understanding an idea after listening to the answers given by student. Ask students to listen  to the story for e...
Read more