Home · KS3 · iLowerSecondary English · Specification

Pearson Edexcel International Award in Lower Secondary English

The complete, authoritative reference for the LEH11 qualification - every fact, section, assessment objective and content skill, transcribed faithfully from the official Pearson specification.

The qualification

Title

Subject code

LEH11

Paper code

LEH11/01

Assessment

One externally-set achievement test (externally assessed)

Duration

1 hour 45 minutes

Total marks

70 marks

Availability

June and October

First teaching

September 2018

First assessment

June 2019

Specification

Issue 2 - November 2024

Dictionaries

Not allowed in the assessment

Grading

S1 · S2 · S3 · S4 (plus U, unclassified)

Grading scale

Graded on a four-level scale from S1 to S4, of which S4 is the highest and S1 the lowest. Achievement below the minimum standard receives an unclassified (U) result.

Content source

Skills are drawn from Year 9 of the Pearson Edexcel iLowerSecondary English Curriculum. The content amplification also includes aspects of learning from Years 7, 8 and 9.

Prior learning

There are no prior learning or other requirements for this qualification.

Progression

Pearson Edexcel International GCSE in English Language (Specification A) (9-1)
Pearson Edexcel International GCSE in English Language (Specification B) (9-1)

Paper structure

The single externally-set achievement test (LEH11/01) is divided into two sections. Recommended timings are guidance for candidates and total the full 1 hour 45 minutes.

Section A: Reading

40 marks

Recommended time: 1 hour 10 minutes

Students answer questions on three unseen texts - two non-fiction and one fiction - linked by a common theme. Texts are provided in a separate Source Booklet. Students must complete all questions. This section consists of closed and short open-response questions.

Assessment objectives

RAO1RAO2RAO3RAO4RAO5

Section B: Writing

30 marks

Recommended time: 35 minutes

Students complete a single writing task that requires extended writing and is related to the theme in Section A.

Assessment objectives

WAO1WAO2

Assessment objectives

Reading is assessed across RAO1-RAO5 in Section A (Reading - 40 marks). Writing is assessed across WAO1-WAO2 in Section B (30 marks). Percentage weightings are of the overall qualification.

Code	Strand	Descriptor	Weighting
RAO1	reading	Identify and retrieve ideas and information from a range of texts.	4.3%
RAO2	reading	Deduce, infer or interpret information, events or ideas from texts.	10%
RAO3	reading	Identify and comment on the structure and organisation of texts.	8.6%
RAO4	reading	Explore writers' use of grammatical and literary language at word and sentence level.	18.6%
RAO5	reading	Consider writers' purposes and viewpoints, and the overall effect of the text on the reader.	15.7%
WAO1	writing	Communicate appropriately according to form, audience and purpose; organise writing, sequencing and structuring information appropriately and coherently.	25.7%
WAO2	writing	Communicate meaning in writing through the use of accurate grammar, punctuation and spelling.	17.1%

Section A: Reading - content skills (1.1-1.5)

The reading skills assessed in section a: reading, worth 40 marks.

1.1

Reading accurately with understanding

Identifying and retrieving key ideas and information from texts.
Deducing and inferring meaning - reading beyond literal and explicit meaning.

1.2a

Developing a critical response to texts

Interpreting a range of information from texts.
Selecting relevant textual evidence to support a critical response.

1.2b

Exploring the construction of a text

Identify and explain the writer's selection of ideas.
Exploring structural or organisational choices made by the writer.
Evaluating how these choices impact on the reader.

1.3

Exploring the writer's use of language

Demonstrating understanding of the use of sentence structures.
Demonstrating understanding of vocabulary choices and linguistic features.
Evaluating the use of language in relation to the impact on the reader.

1.4

Identifying and exploring the writer's intention and viewpoint

Demonstrating understanding of overall intention in a text.
Demonstrating understanding of viewpoint throughout a text.
Evaluating the writer's intention and the overall effect on the reader.

1.5

Comparing non-fiction texts

Linking key ideas and viewpoints across two texts.
Understanding and explaining similarities and differences between two texts.

Reading application

The unseen texts in Section A are drawn from the following non-fiction text types and purposes, and fiction genres and narrative perspectives.

Non-fiction text types

autobiography/biography
blogs
journals
leaflets, brochures, guides
newspaper and magazine articles
instructions
recount
reports

Non-fiction purposes

argue
describe
explain
inform
persuade

Fiction genres

adventure
fantasy
historical
mystery
science fiction

Narrative perspectives

first person
third person
omniscient

Section B: Writing - content skills (2.1-2.3)

The writing skills assessed in section b: writing, worth 30 marks.

2.1

Write appropriate to task

Communicate appropriately following the prescribed form, audience and purpose.
Select and use appropriate conventions for a range of forms, audiences and purposes.

2.2

Structure and organise writing appropriately

Organise texts to achieve intention and purpose.
Structure paragraphs to organise content effectively.
Link paragraphs using a range of methods.

2.3

Convey meaning in writing through the use of accurate grammar, punctuation and spelling

Use a range of sentences and sentence openings for effect and impact.
Use synonyms to achieve cohesion and clarity in writing.
Select a range of vocabulary for clarity and specific impact.
Use capital letters, end punctuation, commas, speech marks and apostrophes correctly, with accuracy and confidence, for effect and impact.
Spell largely accurately with only occasional errors in less common words.

Writing application

The Section B writing task is set in one of the following forms, for one of these purposes, addressed to one of these audiences.

Writing forms

autobiographical
biographical
descriptive
diary
letter
narrative
newsletter
recount

Writing purposes

argue
describe
entertain
explain
express an opinion
inform
persuade

Writing audiences

Specific or generic adults (such as a newspaper readership or a manufacturer), older children, and children of their own age.

Home · KS3 · iLowerSecondary English · Specification

Pearson Edexcel International Award in Lower Secondary English

The complete, authoritative reference for the LEH11 qualification - every fact, section, assessment objective and content skill, transcribed faithfully from the official Pearson specification.

The qualification

Title

Pearson Edexcel International Award in Lower Secondary English

Subject code

LEH11

Paper code

LEH11/01

Assessment

One externally-set achievement test (externally assessed)

Duration

1 hour 45 minutes

Total marks

70 marks

Availability

June and October

First teaching

September 2018

First assessment

June 2019

Specification

Issue 2 - November 2024

Dictionaries

Not allowed in the assessment

Grading

S1 · S2 · S3 · S4 (plus U, unclassified)

Grading scale

Graded on a four-level scale from S1 to S4, of which S4 is the highest and S1 the lowest. Achievement below the minimum standard receives an unclassified (U) result.

Content source

Skills are drawn from Year 9 of the Pearson Edexcel iLowerSecondary English Curriculum. The content amplification also includes aspects of learning from Years 7, 8 and 9.

Prior learning

There are no prior learning or other requirements for this qualification.

Progression

Pearson Edexcel International GCSE in English Language (Specification A) (9-1)
Pearson Edexcel International GCSE in English Language (Specification B) (9-1)

Paper structure

The single externally-set achievement test (LEH11/01) is divided into two sections. Recommended timings are guidance for candidates and total the full 1 hour 45 minutes.

Section A: Reading

40 marks

Recommended time: 1 hour 10 minutes

Assessment objectives

RAO1RAO2RAO3RAO4RAO5

Section B: Writing

30 marks

Recommended time: 35 minutes

Students complete a single writing task that requires extended writing and is related to the theme in Section A.

Assessment objectives

WAO1WAO2

Assessment objectives

Reading is assessed across RAO1-RAO5 in Section A (Reading - 40 marks). Writing is assessed across WAO1-WAO2 in Section B (30 marks). Percentage weightings are of the overall qualification.

Code	Strand	Descriptor	Weighting
RAO1	reading	Identify and retrieve ideas and information from a range of texts.	4.3%
RAO2	reading	Deduce, infer or interpret information, events or ideas from texts.	10%
RAO3	reading	Identify and comment on the structure and organisation of texts.	8.6%
RAO4	reading	Explore writers' use of grammatical and literary language at word and sentence level.	18.6%
RAO5	reading	Consider writers' purposes and viewpoints, and the overall effect of the text on the reader.	15.7%
WAO1	writing	Communicate appropriately according to form, audience and purpose; organise writing, sequencing and structuring information appropriately and coherently.	25.7%
WAO2	writing	Communicate meaning in writing through the use of accurate grammar, punctuation and spelling.	17.1%

Section A: Reading - content skills (1.1-1.5)

The reading skills assessed in section a: reading, worth 40 marks.

1.1

Reading accurately with understanding

Identifying and retrieving key ideas and information from texts.
Deducing and inferring meaning - reading beyond literal and explicit meaning.

1.2a

Developing a critical response to texts

Interpreting a range of information from texts.
Selecting relevant textual evidence to support a critical response.

1.2b

Exploring the construction of a text

Identify and explain the writer's selection of ideas.
Exploring structural or organisational choices made by the writer.
Evaluating how these choices impact on the reader.

1.3

Exploring the writer's use of language

Demonstrating understanding of the use of sentence structures.
Demonstrating understanding of vocabulary choices and linguistic features.
Evaluating the use of language in relation to the impact on the reader.

1.4

Identifying and exploring the writer's intention and viewpoint

Demonstrating understanding of overall intention in a text.
Demonstrating understanding of viewpoint throughout a text.
Evaluating the writer's intention and the overall effect on the reader.

1.5

Comparing non-fiction texts

Linking key ideas and viewpoints across two texts.
Understanding and explaining similarities and differences between two texts.

Reading application

The unseen texts in Section A are drawn from the following non-fiction text types and purposes, and fiction genres and narrative perspectives.

Non-fiction text types

autobiography/biography
blogs
journals
leaflets, brochures, guides
newspaper and magazine articles
instructions
recount
reports

Non-fiction purposes

argue
describe
explain
inform
persuade

Fiction genres

adventure
fantasy
historical
mystery
science fiction

Narrative perspectives

first person
third person
omniscient

Section B: Writing - content skills (2.1-2.3)

The writing skills assessed in section b: writing, worth 30 marks.

2.1

Write appropriate to task

Communicate appropriately following the prescribed form, audience and purpose.
Select and use appropriate conventions for a range of forms, audiences and purposes.

2.2

Structure and organise writing appropriately

Organise texts to achieve intention and purpose.
Structure paragraphs to organise content effectively.
Link paragraphs using a range of methods.

2.3

Convey meaning in writing through the use of accurate grammar, punctuation and spelling

Use a range of sentences and sentence openings for effect and impact.
Use synonyms to achieve cohesion and clarity in writing.
Select a range of vocabulary for clarity and specific impact.
Use capital letters, end punctuation, commas, speech marks and apostrophes correctly, with accuracy and confidence, for effect and impact.
Spell largely accurately with only occasional errors in less common words.

Writing application

The Section B writing task is set in one of the following forms, for one of these purposes, addressed to one of these audiences.

Writing forms

autobiographical
biographical
descriptive
diary
letter
narrative
newsletter
recount

Writing purposes

argue
describe
entertain
explain
express an opinion
inform
persuade

Writing audiences

Specific or generic adults (such as a newspaper readership or a manufacturer), older children, and children of their own age.

iLowerSecondary English specification (LEH11) · iLowerSecondary English · The English Hub