creative writing past paper

11+ creative writing guide with 50 example topics and prompts

by Hayley | Nov 17, 2022 | Exams , Writing | 0 comments

The 11+ exam is a school entrance exam taken in the academic year that a child in the UK turns eleven.

These exams are highly competitive, with multiple students battling for each school place awarded.

The 11 plus exam isn’t ‘one thing’, it varies in its structure and composition across the country. A creative writing task is included in nearly all of the 11 plus exams, and parents are often confused about what’s being tested.

Don’t be fooled into thinking that the plot of your child’s writing task is important. It is not.

The real aim of the 11+ creative writing task is to showcase your child’s writing skills and techniques.

And that’s why preparation is so important.

This guide begins by answering all the FAQs that parents have about the 11+ creative writing task.

At the end of the article I give my best tips & strategies for preparing your child for the 11+ creative writing task , along with 50 fiction and non-fiction creative writing prompts from past papers you can use to help your child prepare. You’ll also want to check out my 11+ reading list , because great readers turn into great writers.

Do all 11+ exams include a writing task?

Not every 11+ exam includes a short story component, but many do. Usually 3 to 5 different prompts are given for the child to choose between and they are not always ‘creative’ (fiction) pieces. One or more non-fiction options might be given for children who prefer writing non-fiction to fiction.

Timings and marking vary from test to test. For example, the Kent 11+ Test gives students 10 minutes for planning followed by 30 minutes for writing. The Medway 11+ Test gives 60 minutes for writing with ‘space allowed’ on the answer booklet for planning.

Tasks vary too. In the Kent Test a handful of stimuli are given, whereas 11+ students in Essex are asked to produce two individually set paragraphs. The Consortium of Selective Schools in Essex (CCSE) includes 2 creative writing paragraphs inside a 60-minute English exam.

Throughout the UK each 11+ exam has a different set of timings and papers based around the same themes. Before launching into any exam preparation it is essential to know the content and timing of your child’s particular writing task.

However varied and different these writing tasks might seem, there is one key element that binds them.

The mark scheme.

Although we can lean on previous examples to assess how likely a short story or a non-fiction tasks will be set, it would be naïve to rely completely on the content of past papers. Contemporary 11+ exams are designed to be ‘tutor-proof’ – meaning that the exam boards like to be unpredictable.

In my online writing club for kids , we teach a different task each week (following a spiral learning structure based on 10 set tasks). One task per week is perfected as the student moves through the programme of content, and one-to-one expert feedback ensures progression. This equips our writing club members to ‘write effectively for a range of purposes’ as stated in the English schools’ teacher assessment framework.

This approach ensures that students approaching a highly competitive entrance exam will be confident of the mark scheme (and able to meet its demands) for any task set.

Will my child have a choice of prompts to write from or do they have to respond to a single prompt, without a choice?

This varies. In the Kent Test there are usually 5 options given. The purpose is to gather a writing sample from each child in case of a headteacher appeal. A range of options should allow every child to showcase what they can do.

In Essex, two prescriptive paragraphs are set as part of an hour-long English paper that includes comprehension and vocabulary work. In Essex, there is no option to choose the subject matter.

The Medway Test just offers a single prompt for a whole hour of writing. Sometimes it is a creative piece. Recently it was a marketing leaflet.

The framework for teaching writing in English schools demands that in order to ‘exceed expectations’ or better, achieve ‘greater depth’, students need to be confident writing for a multitude of different purposes.

In what circumstances is a child’s creative writing task assessed?

In Essex (east of the UK) the two prescriptive writing tasks are found inside the English exam paper. They are integral to the exam and are assessed as part of this.

In Medway (east Kent in the South East) the writing task is marked and given a raw score. This is then adjusted for age and double counted. Thus, the paper is crucial to a pass.

In the west of the county of Kent there is a different system. The Kent Test has a writing task that is only marked in appeal cases. If a child dips below the passmark their school is allowed to put together a ‘headteacher’s appeal’. At this point – before the score is communicated to the parent (and probably under cover of darkness) the writing sample is pulled out of a drawer and assessed.

I’ve been running 11+ tutor clubs for years. Usually about 1% of my students passed at headteacher’s appeal.

Since starting the writing club, however, the number of students passing at appeal has gone up considerably. In recent years it’s been more like 5% of students passing on the strength of their writing sample.

What are the examiners looking for when they’re marking a student’s creative writing?

In England, the government has set out a framework for marking creative writing. There are specific ‘pupil can’ statements to assess whether a student is ‘working towards the expected standard,’ ‘working at the expected standard’ or ‘working at greater depth’.

Members of the headteacher panel assessing the writing task are given a considerable number of samples to assess at one time. These expert teachers have a clear understanding of the framework for marking, but will not be considering or discussing every detail of the writing sample as you might expect.

Schools are provided with a report after the samples have been assessed. This is very brief indeed. Often it will simply say ‘lack of precise vocabulary’ or ‘confused paragraphing.’

So there is no mark scheme as such. They won’t be totting up your child’s score to see if they have reached a given target. They are on the panel because of their experience, and they have a short time to make an instant judgement.

Does handwriting matter?

Handwriting is assessed in primary schools. Thus it is an element of the assessment framework the panel uses as a basis for their decision.

If the exam is very soon, then don’t worry if your child is not producing immaculate, cursive handwriting. The focus should simply be on making it well-formed and legible. Every element of the assessment framework does not need to be met and legible writing will allow the panel to read the content with ease.

Improve presentation quickly by offering a smooth rollerball pen instead of a pencil. Focus on fixing individual letters and praising your child for any hint of effort. The two samples below are from the same boy a few months apart. Small changes have transformed the look and feel:

Sample 1: First piece of work when joining the writing club

Sample 2: This is the same boy’s improved presentation and content

How long should the short story be.

First, it is not a short story as such—it is a writing sample. Your child needs to showcase their skills but there are no extra marks for finishing (or marks deducted for a half-finished piece).

For a half hour task, you should prepare your child to produce up to 4 paragraphs of beautifully crafted work. Correct spelling and proper English grammar is just the beginning. Each paragraph should have a different purpose to showcase the breadth and depth of their ability. A longer – 60 minute – task might have 5 paragraphs but rushing is to be discouraged. Considered and interesting paragraphs are so valuable, a shorter piece would be scored more highly than a rushed and dull longer piece.

I speak from experience. A while ago now I was a marker for Key Stage 2 English SATs Papers (taken in Year 6 at 11 years old). Hundreds of scripts were deposited on my doorstep each morning by DHL. There was so much work for me to get through that I came to dread long, rambling creative pieces. Some children can write pages and pages of repetitive nothingness. Ever since then, I have looked for crafted quality and am wary of children judging their own success by the number of lines competed.

Take a look at the piece of writing below. It’s an excellent example of a well-crafted piece.

Each paragraph is short, but the writer is skilful.

He used rich and precisely chosen vocabulary, he’s broken the text into natural paragraphs, and in the second paragraph he is beginning to vary his sentence openings. There is a sense of control to the sentences – the sentence structure varies with shorter and longer examples to manage tension. It is exciting to read, with a clear awareness of his audience. Punctuation is accurate and appropriate.

11+ creative writing example story

How important is it to revise for a creative writing task.

It is important.

Every student should go into their 11+ writing task with a clear paragraph plan secured. As each paragraph has a separate purpose – to showcase a specific skill – the plan should reflect this. Built into the plan is a means of flexing it, to alter the order of the paragraphs if the task demands it. There’s no point having a Beginning – Middle – End approach, as there’s nothing useful there to guide the student to the mark scheme.

Beyond this, my own students have created 3 – 5 stories that fit the same tight plan. However, the setting, mood and action are all completely different. This way a bank of rich vocabulary has already been explored and a technique or two of their own that fits the piece beautifully. These can be drawn upon on the day to boost confidence and give a greater sense of depth and consideration to their timed sample.

Preparation, rather than revision in its classic form, is the best approach. Over time, even weeks or months before the exam itself, contrasting stories are written, improved upon, typed up and then tweaked further as better ideas come to mind. Each of these meets the demands of the mark scheme (paragraphing, varied sentence openings, rich vocabulary choices, considered imagery, punctuation to enhance meaning, development of mood etc).

To ensure your child can write confidently at and above the level expected of them, drop them into my weekly weekly online writing club for the 11+ age group . The club marking will transform their writing, and quickly.

What is the relationship between the English paper and the creative writing task?

Writing is usually marked separately from any comprehension or grammar exercises in your child’s particular 11+ exam. Each exam board (by area/school) adapts the arrangement to suit their needs. Some have a separate writing test, others build it in as an element of their English paper (usually alongside a comprehension, punctuation and spelling exercise).

Although there is no creative writing task in the ISEB Common Pre-test, those who are not offered an immediate place at their chosen English public school are often invited back to complete a writing task at a later date. Our ISEB Common Pre-test students join the writing club in the months before the exam, first to tidy up the detail and second to extend the content.

What if my child has a specific learning difficulty (dyslexia, ADD/ADHD, ASD)?

Most exam boards pride themselves on their inclusivity. They will expect you to have a formal report from a qualified professional at the point of registration for the test. This needs to be in place and the recommendations will be considered by a panel. If your child needs extra arrangements on the day they may be offered (it isn’t always the case). More importantly, if they drop below a pass on one or more papers you will have a strong case for appeal.

Children with a specific learning difficulty often struggle with low confidence in their work and low self-esteem. The preparations set out above, and a kids writing club membership will allow them to go into the exam feeling positive and empowered. If they don’t achieve a pass at first, the writing sample will add weight to their appeal.

Tips and strategies for writing a high-scoring creative writing paper

• Read widely for pleasure. Read aloud to your child if they are reluctant.
• Create a strong paragraph plan where each paragraph has a distinct purpose.
• Using the list of example questions below, discuss how each could be written in the form of your paragraph plan.
• Write 3-5 stories with contrasting settings and action – each one must follow your paragraph plan. Try to include examples of literary devices and figurative language (metaphor, simile) but avoid clichés.
• Tidy up your presentation. Write with a good rollerball pen on A4 lined paper with a printed margin. Cross out with a single horizontal line and banish doodling or scribbles.
• Join the writing club for a 20-minute Zoom task per week with no finishing off or homework. An expert English teacher will mark the work personally on video every Friday and your child’s writing will be quickly transformed.

Pressed for time? Here’s a paragraph plan to follow.

At Griffin Teaching we have an online writing club for students preparing for the 11 plus creative writing task . We’ve seen first-hand what a difference just one or two months of weekly practice can make.

That said, we know that a lot of people reading this page are up against a hard deadline with an 11+ exam date fast approaching.

If that’s you (or your child), what you need is a paragraph plan.

Here’s one tried-and-true paragraph plan that we teach in our clubs. Use this as you work your way through some of the example prompts below.

11+ creative writing paragraph plan

Paragraph 1—description.

Imagine standing in the location and describe what is above the main character, what is below their feet, what is to their left and right, and what is in the distance. Try to integrate frontend adverbials into this paragraph (frontend adverbials are words or phrases used at the beginning of a sentence to describe what follows—e.g. When the fog lifted, he saw… )

Paragraph 2—Conversation

Create two characters who have different roles (e.g. site manager and student, dog walker and lost man) and write a short dialogue between them. Use what we call the “sandwich layout,” where the first person says something and you describe what they are doing while they are saying it. Add in further descriptions (perhaps of the person’s clothing or expression) before starting a new line where the second character gives a simple answer and you provide details about what the second character is doing as they speak.

Paragraph 3—Change the mood

Write three to four sentences that change the mood of the writing sample from light to gloomy or foreboding. You could write about a change in the weather or a change in the lighting of the scene. Another approach is to mention how a character reacts to the change in mood, for example by pulling their coat collar up to their ears.

Paragraph 4—Shock your reader

A classic approach is to have your character die unexpectedly in the final sentence. Or maybe the ceiling falls?

11+ creative writing questions from real papers—fictional prompts

• The day the storm came
• The day the weather changed
• The snowstorm
• The rainy day
• A sunny day out
• A foggy (or misty) day
• A day trip to remember
• The first day
• The day everything changed
• The mountain
• The hillside
• The old house
• The balloon
• The old man
• The accident
• The unfamiliar sound
• A weekend away
• Moving house
• A family celebration
• An event you remember from when you were young
• An animal attack
• The school playground at night
• The lift pinged and the door opened. I could not believe what was inside…
• “Run!” he shouted as he thundered across the sand…
• It was getting late as I dug in my pocket for the key to the door. “Hurry up!” she shouted from inside.
• I know our back garden very well, but I was surprised how different it looked at midnight…
• The red button on the wall has a sign on it saying, ‘DO NOT TOUCH.’ My little sister leant forward and hit it hard with her hand. What happened next?
• Digging down into the soft earth, the spade hit something metal…
• Write a story which features the stopping of time.
• Write a story which features an unusual method of transport.
• The cry in the woods
• Write a story which features an escape

11+ creative writing questions from real papers—non-fiction prompts

• Write a thank you letter for a present you didn’t want.
• You are about to interview someone for a job. Write a list of questions you would like to ask the applicant.
• Write a letter to complain about the uniform at your school.
• Write a leaflet to advertise your home town.
• Write a thank you letter for a holiday you didn’t enjoy.
• Write a letter of complaint to the vet after an unfortunate incident in the waiting room.
• Write a set of instructions explaining how to make toast.
• Describe the room you are in.
• Describe a person who is important to you.
• Describe your pet or an animal you know well.

English Creative Writings with Detailed Answers

• Creative Writings Covering Different Styles
• Model Answers with Hint, Plan and Checklist
• Best for UK Schools Creative Writing Exams

Free English Creative Writings & Answers ✍️

English Creative Writing Paper 1:

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Yes, as a part of the 11+ Exam, aspirants might be required to complete a creative writing exam. CSSE exam board conducts 11+ Creative writing exam. You can practice 11+ Creative Writing papers to get high marks in the creative writing exam.

You can prepare for the 11-plus Creative Writing exam using 11+ Creative Writing papers . With regular practice of these practice papers, you will have a clear idea of what is being asked for the creative writing exams. You can also improve your creative writing skills by reading books by well acclaimed authors and writing short stories or essays.

No. Due to its digital nature, the English Creative Writing Pack is non-refundable.

Topics included in the 11+ Creative Writing exam:·        

• Descriptive creative writing - Examples: continuing a story on a given line,ending a story on a given line, diary entry, picture response, describing an object & describing a person·
• Persuasive writing – Examples : charity appeal, book review, restaurant review, letter of complaint & speech
• Narrative writing - Examples : science fiction, play script, gothic.     
• Argumentative writing – Example : arguing for or against a statement·              
• Expository writing – Examples : instructions, an article about your home town.

With regular practice of 11+ Creative Writing papers , you will pass the exam with a high score.

Examiners mostly look for descriptive language -  similes, metaphors, adjectives, sibilance & alliteration. Being proficient in written English will help secure a good score. Students are expected to use proper grammar, punctuation, and spelling. You can practice 11+ Creative Writing papers to score high marks.

We keep on adding more Creative Writing Tasks throughout the year. The existing English Creative members get access to these new tasks.

Hurry! 11+ Exams are approaching in 6 months. High competition. Most parents fail to do structured planning for the 11+ Exam preparation.

Get a plan and strategy from 11+ Expert Tutors. Avoid the common mistakes that other parents make.

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Paper 1 Question 5: Creative Writing ( AQA GCSE English Language )

Revision note.

Paper 1 Question 5: Creative Writing

In Question 5, you will be set a question that asks you to write either a piece of creative writing or a piece of descriptive writing. Here, we will focus on the creative writing task, which is often structured like a short story, under the following sub-topics (click to go straight to that sub-topic):

Overview of Paper 1 Question 5

How to approach paper 1 question 5, characterisation, steps to success for question 5, exam tips for question 5.

Paper 1 Question 5 is the writing question. It asks you to apply what you know about imaginative and creative fiction writing, such as in the text you read in Section A, and use these same techniques in your own writing. AO5 rewards you for your ideas, as well as the style and the fluency of your writing. As this task is worth 50% of the paper, it is worth making sure you set aside enough time to answer it well. You should allow 45 minutes for this task.

The Assessment Objectives for Question 5 are AO5 and AO6:

It is important to remember that writers plan their texts deliberately to make the reader respond in certain ways, and think and feel certain things. This task in Question 5 asks you to think about how you can effectively engage your reader and produce a cohesive piece of creative writing. 

When you reach Question 5, you will already have read an example of creative writing. You can use the ideas and structure to inform your answer. You should spend some time thinking about the question: not only the content, but also the order of your ideas. An effective piece of creative writing considers plot, setting and characterisation .

In your answer you must:

• Plan your writing and order the information into roughly five to seven paragraphs
• Consider the relevant information you need to give in order to create engaging characters
• Plan your setting to create an effective mood
• Use language techniques relevant to the style of writing

Question 5 tests your ability to create a text which is constructed in an appropriate manner.

The creative writing question assesses your skill in crafting a convincing piece of creative writing or short story. The question will be worded according to a specific task, for example:

It is worth remembering that you will be given a choice of two tasks in the exam: one will be a creative writing task, and the other will be a descriptive writing task. One will also give you a picture as a prompt for your piece of writing, but this could be to write a story or a description, so it is important that you read both options carefully.

Below are some points on how you might approach the task “Write a story with the title ‘Abandoned’”. It is divided into plot, setting and characterisation.

This task asks you to write a short story. This means you are required to plan your response carefully as you have limited time to create a cohesive plot. It is best to plan how your story will end before you begin writing so that you are in control of your story. Writing a response which has not been planned is likely to have an abrupt ending, or no ending at all, which does not satisfy readers or get you high marks. Your character development will lead the plot; you should decide if your story ends with a clear resolution or with a cliffhanger. Your resolution could be happy, or you can create a tragic ending. 

There are lots of different narrative structures or arcs you could use to plan your story. Bearing in mind you only have 45 minutes, including planning time, your story needs to be controlled and concise. One of the easiest ways to achieve this is to consider Freytag’s Pyramid:

As this task assesses the ability to communicate clearly, effectively and imaginatively, it is important to consider how to use language constructively in a short story to convey an atmosphere or mood. Building an effective setting is key as it contributes to atmosphere and mood.

• Your setting should reflect your main character’s mood:
• You may know this as pathetic fallacy , which reflects the character’s mood in the environment, e.g., “the lonely road”
• As your setting reflects your character’s mood, your setting may change as the story progresses:
• Contrasting scenes is an effective way to convey ideas and engage your reader 
• For example, your story may have started on a sunny afternoon, but may end as the sun sets or as a storm approaches 
• Whatever way you decide to contrast the scenes, ensure it reflects your character’s mood
• The best answers have built a clear setting before introducing other information, such as introducing character:
• Describing setting is best done with sensory language as we experience places with our five senses
• This means you could describe the dark, light, colours, sounds, smells and weather
• The best way to clearly create setting is to allow an entire paragraph to describe the scene without confusing readers with other information like who is there
• Ensure all of your descriptive language builds the same mood and avoid mixing ideas. For example: “The graveyard was dark, cold and smelled like fragrant flowers” is confusing for your reader
• However, do not give too much away all at once!
• Keep your reader guessing and asking questions, such as “What is going on?”, “Why is this like this?” and “Who is this?”
• Think of establishing a setting a bit like the game “Taboo”, in which you have to describe something without stating explicitly what it is

Remember, Question 5 requires an extended written response. Therefore, the most effective stories will demonstrate a well-planned response which has considered what information is relevant to the reader and the most effective way to order and structure the narrative.

This question asks you to create a short story and therefore you will need to build some elements of detailed characterisation. This means you need to consider what your character(s) represent. They may represent an idea, such as being the victim of abandonment, or as a villain to represent injustice or evil. It is best to limit yourself to two characters in the time you have.

Well-rounded characters are taken on a journey in which a character undergoes some form of development or change. The mark scheme rewards answers which clearly and effectively convey ideas, meaning that you need to consider the most effective ways of building a character in a short piece of writing. Ideally, you should focus more on indirect characterisation than direct characterisation:

Here, we will consider how to effectively plan your character(s) to engage your reader. This is what the examiner is looking for in your answer:

• Read the two task options carefully:
• Highlight whether you are writing a story or a descriptive piece
• Spend five minutes planning your writing:
• Use a mind-map or a representation of Freytag’s Pyramid to plot out your story
• Plan your characters - who they are, what they represent and how you will convey this
• Decide on your narrative perspective - first or third person
• Write down some reminders of figurative language or literary techniques to include to add interest and detail to your writing
• Write your story, sticking to your plan
• Try to leave five minutes at the end to re-read your writing carefully, correcting any obvious mistakes you have made
• Avoid confusing ideas in a paragraph:
• Each paragraph should focus on one idea
• Ensure all words are chosen to contribute to the effect you want to create
• Do not confuse the tenses in a paragraph:
• If you use a flashback, ensure it is in the past tense
• If you use present-tense verbs for effect, ensure they are all consistently in present tense 
• Do not over-use dialogue:
• Only use dialogue if it drives forward the plot and you are able to punctuate it correctly
• The highest marks are awarded for students who use complex and sophisticated vocabulary

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Author: Sam Evans

Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.

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GCSE English Creative Writing "Past Papers" - Suitable for Classroom, Cover or Online Delivery

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

11 June 2022

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This pack of “past paper” picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess!

The resources included here are suitable for use in a number of ways:

• Classroom delivery or progress tests - why reinvent the wheel when these questions are prepared for you?
• Cover classes - an ideal way to give a class a task which will engage them and last an hour!
• Online delivery - the five question sets have been saved in a format which will allow students to complete them online by typing their response below the questions (MS Word needed).

The papers will familiarise learners with the way that the questions are presented in the exam as well as giving you a little time off from preparing “past paper” questions.

All resources are editable if you want to tweak them a little. The “classroom” delivery resources are also saved in PDF format (in case that’s how you need them).

A set of grade boundaries in included which can be adapted/edited to make the papers more challenging (they use the most generous grade boundaries AQA have ever used).

These resources can be used to ensure that there are always writing tasks at hand.

All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.

**Assessment Objective: ** AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

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Edexcel GCSE English Language Past Papers

This section includes recent GCSE English Language and English Language 2.0 (9-1) past papers from Pearson Edexcel (EN01 and EN2 Syllabuses). You can download each of the Pearson Edexcel GCSE English Language past papers and marking schemes by clicking the links below. Scroll down for papers from previous years.

June 2023  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

Paper 1: 1EN0/01  English Language - Fiction and Imaginative Writing  Download Paper    –    Download Mark Scheme

Paper 2: 1EN0/02  English Language - Non-Fiction and Transactional Writing Download Paper    –    Download Mark Scheme

June 2023  Pearson Edexcel GCSE (9-1) English Language 2.0 Past Papers (1EN2)

Paper 1: 1EN2/01  English Language 2.0 - Non Fiction Texts Download Paper    –    Download Mark Scheme

Paper 2: 1EN2/02  English Language 2.0 - Contemporary Texts Download Paper    –    Download Mark Scheme

November 2022  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

June 2022  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

November 2021  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

November 2020  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

The above papers are labelled June 2020

June 2019  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

November 2018  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

June 2018  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

November 2017  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

June 2017  Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

English: June 2016 Edexcel GCSE Past Papers

Unit 2: 5EH2F/01 The Writer’s Craft – Foundation –   Download Paper  –  Download Mark Scheme

Unit 2: 5EH2H/01 The Writer’s Craft – Higher –   Download Paper  –  Download Mark Scheme

English Language: June 2016 Edexcel GCSE Past Papers

Unit 2: 5EN2F/01 The Writer’s Voice – Foundation –   Download Paper  –  Download Mark Scheme

Unit 2: 5EN2H/01 The Writer’s Voice – Higher –   Download Paper  –  Download Mark Scheme

English: June 2015

Unit 2: 5EH2H/01 The Writer’s Craft – Higher –   Download Paper  –  Download Mark Scheme

English Language: June 2015

English: June 2014

2: 5EH2H/01 The Writer’s Craft – Higher –   Download Paper  –  Download Mark Scheme

English Language: June 2014

English: June 2013

2: 5EH2H/01 The Writer’s Craft – Higher –   Download Paper  –  Download Mark Scheme  

English Language: June 2013

For more GCSE English Language past papers from other exam boards  click here .

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