EFSS 2025 P1 Section A & B Marker's Report

Class: Candidate Name: Candidate Index Number: EDGEFIELD SECONDARY SCHOOL 2025 PRELIMINARY EXAMINATION Secondary 4/5 O Syllabus ENGLISH LANGUAGE Paper 1 Section A and Section B Candidates answer on the Question Paper. Additional Materials: Insert Section C 1184/01 AUGUST 2025 1 hour 50 minutes READ THESE INSTRUCTIONS FIRST Write your name, class and index number on all the work you hand in. Write in dark blue or black ink. Do not use staples, paper clips, highlighters, glue or correction fluid. This section contains Section A and Section B. Answer Section A, Section B and one question from Section C. Write your answers in the spaces provided on the Question Paper. The number of marks is given in brackets [ ] at the start of each section. The total marks for this paper is 70. MARKER’S REPORT Section B [Turn over

2 EFSS/PRELIM2025ELP1/1184_1/4E5N/TJSR Section B [30 marks] You are advised to write between 250 and 350 words for this section. Question 2 You should look at the printout of a webpage in the Insert, study the information carefully and plan your answer before you begin to write. Your school is organising Values in Action (VIA) learning journeys as part of its annual year- end overseas immersion programme. The programme aims to promote cross -cultural understanding through service -learning. Three projects have been identified by the VIA teacher-in-charge of the programme, who would now like for students to register their interest in the initiative they would like to participate. Write an email to the VIA teacher-in-charge outlining:  which initiative you would like to apply for and why it is important to you  how you think the initiative you have chosen will benefit you  what long -term benefits you hope the initiative you have chosen will bring to its beneficiaries. You may add any other details you think will be helpful. Write your email in clear, accurate English and in a polite and persuasive tone, to convince the VIA teacher-in-charge of your suitability for the programme. You should use your own words as much as possible.

3 [Turn over EFSS/PRELIM2025ELP1/1184_1/4E5N/TJSR Read the printout of a webpage below and use the information to answer the question on the Writing Paper provided. This year’s overseas immersion trips will give students the opportunity to broaden their awareness of cultural sensitivities and make long-lasting impact on rural communities they visit. Student volunteers will get to work with an organisation on a project that addresses local needs. Click here to register your interest in the initiative you would like to get involved with. Cultivate the joy of reading with Room to Read in Indonesia Room to Read aims to improve foundational literacy among primary school students in Indonesia. Volunteer activities include:  Working with local writers and graphic artists to create children’s stories .  Conducting reading activities with under- privileged children.  Creating a dramatic expression of a story with children. Promote hygiene with The Community Advancement Organisation (CAO) in Cambodia CAO aims to lift rural families out of acute poverty through a holistic, community-driven approach. Volunteer activities include:  Building and installing toilets for households.  Facilitating teeth-brushing sessions for young children.  Developing posters promoting hygiene with children. Empower kids with special needs with The Rainbow Room Foundation in Thailand This community of families aims to reshape how families and society understand developmental differences. Volunteer activities include:  Facilitating playgroups that bring together children with special needs and peers.  Helping children with special needs speak up about what makes them proud.  Leading a story-sharing session where volunteers and children tell short stories from their own lives.

4 EFSS/PRELIM2025ELP1/1184_1/4E5N/TJSR Rubrics Assessment Objective for Paper 1: Write effectively to suit purpose, audience and context, using accurate and appropriate vocabulary, grammar, punctuation and spelling. Assessment Criteria for Content  Addressing the required points  Showing awareness of purpose, audience and context  Using the given information Band Marks Band Descriptors for Task Fulfilment 5 9-10  All points addressed and developed in detail  Purpose, audience and context fully and clearly addressed  Ideas consistently supported by given information 4 7-8  All points addressed with one or more developed in detail  Purpose, audience and context clearly addressed  Ideas generally supported by given information 3 5-6  Most points addressed with some development  Purpose, audience and context addressed  Some attempts to use given information to support ideas 2 3-4  Some points addressed  Purpose, audience and context partially addressed  Some reference to given information 1 1-2  One point addressed  Purpose, audience and context occasionally addressed  Occasional reference to given information 0 0  No creditable response.

5 [Turn over EFSS/PRELIM2025ELP1/1184_1/4E5N/TJSR Assessment Criteria for Language  Organisation of ideas  Clarity of expression  Accuracy of language Band Marks Band Descriptors for Language 5 17-20  Coherent and cohesive presentation of ideas across the whole of the response  Effective use of ambitious vocabulary and grammar structures  Complex vocabulary, grammar, punctuation and spelling used accurately 4 13-16  Coherent presentation of ideas with some cohesion between paragraphs  Vocabulary and grammar structures sufficiently varied to convey shades of meaning  Vocabulary, grammar, punctuation and spelling used mostly accurately 3 9-12  Most ideas coherently presented with some cohesion within paragraphs  Vocabulary and grammar structures sufficiently varied to convey intended meaning  Vocabulary, grammar, punctuation and spelling often used accurately 2 5-8  Some ideas coherently presented with attempts at achieving cohesion  Mostly simple vocabulary and grammar structures used; meaning is usually clear  Vocabulary, grammar, punctuation and spelling used with varying degrees of accuracy 1 1-4  Ideas presented in isolation  Simple vocabulary and grammar structures used  A few examples of correct use of vocabulary, grammar, punctuation and spelling 0 0  No creditable response.

6 EFSS/PRELIM2025ELP1/1184_1/4E5N/TJSR Setter Expectations Information Sheet Sources: https://www.roomtoread.org/ https://cao-cambodia.org/ https://mekongplus.org/en/2025/02/08/empowering-rural-communities-in-cambodia-with-cao-mekong-plus/ https://www.bkkkids.com/listing/rainbow-room/ Item Description Task Application for a programme Purpose To convince the VIA teacher-in-charge of suitability for the programme and initiative. Band 5 quality may take into consideration alignment of personal interest/motivation, goals and aspirations with the chosen initiative as reflected in the Rs. Setter’s Intention: The Task ’s Context and Requirements are designed to emphasise how the selection criteria for suitable applicants is based on measuring: (R1) Alignment between the applicant’s personal motivations and selected initiative’s aims (R2) How the selected initiative’s activities can support the applicant in achieving their personal goals and/or aspirations (R3) Applicant’s awareness of the community need(s) being addressed through their selected initiative (and organisation) What the above implies is that the applicant’s skills and competencies are NOT the priority for consideration. Rather, it is the applicant’s best fit [R1 & R2] and