Student Information Booklet

GCSE ENGLISH AND ENGLISH LITERATURE INFORMATION AND PERSONAL PROFILE FOR STUDENTS AT ASHTON COMMUNITY SCIENCE COLLEGE

NAME: …………………………………………..

TEACHER: …………………………………….

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THE COURSE(S) You will be following the AQA, Specification A syllabus for English. As an additional GCSE, many of you will be following the AQA, Specification A syllabus for English Literature. (www.aqa.org.uk) There are two methods of assessment within each course: 1. Coursework 2. Examination The following tables give you a breakdown of the elements that need to be studied and the work that needs to be completed in each area. The percentage weighting of each element in relation to your overall grade is also included:

Coursework Written

If you are entered for English and English Literature you will complete five written assignments. If you are entered for English only you will complete four written assignments: ASSIGNMENT Original Writing (Writing assessment for English only) Media (Writing assessment for English only) Shakespeare (Reading assessment for English and English Lit.) Pre-Twentieth Century Prose Study (Reading assessment for English and English Lit.) Twentieth Century Play (Assessment for English Literature only)

EXAMPLE TASKS A short story or an autobiographical piece of writing.

A close analysis of an advertising campaign or of the marketing for a film.

A close analysis of the impact created by the first 95 lines in Romeo and Juliet.

A comparison between two chapters in Great Expectations

by Charles Dickens.

% OF OVERALL GCSE 5 % of the English GCSE

A close analysis of the role played by the narrator in Blood Brothers by Willy Russell

10% of the English Literature GCSE

Spoken 2

5% of the English GCSE

5% of the English GCSE plus 10% of the English Literature GCSE 5% of the English GCSE plus 10% of the English Literature GCSE

In addition to written coursework there is also a spoken coursework element for English GCSE. This assesses your abilities in Speaking and Listening. There are three assessments worth approximately 7% each: 1. An individual extended contribution 2. Group Interaction 3. A Drama-focused activity

Over the three assessments your abilities in each of the following skill triplets must be demonstrated: 1. Explain, Describe, Narrate 2. Explore, Analyse, Imagine 3. Discuss, Argue, Persuade Here are some example tasks which could be used to fulfil the Speaking and Listening element of your coursework:

Example activity

Skill Triplet

%

Assessment 1 Individual extended contribution

An individual talk given to the class after a student’s two week work experience

Explain Describe Narrate

7%

Assessment 2 Group Interaction

In small groups students explore and analyse the impact an army recruitment campaign may have on young people

Explore Analyse Imagine

7%

Assessment 3 Drama-focused activity

Students’ role-play a public meeting, held with local councillors, in which a decision to close down the local primary school is debated

Discuss Argue persuade

7%

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Coursework Summary

English GCSE Four written assignments worth 20% of your final GCSE Plus Three Speaking and Listening assignments worth 20% of your final GCSE 40% Total

English Literature GCSE One additional piece of coursework needed in order for your folder to be assessed for English Literature.

30% Total

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Examination

English You will sit two separate examination papers for English. Each paper is worth 30% of the overall grade (total for both 60%): Paper 1 (1 hour 45 minutes) Section Task A B

Reading Media and Non-Fiction texts and answering a series of questions Choosing one of four written tasks in which you are asked to argue, persuade or advise for a particular target audience

Paper 2 (1 hour 30 minutes) Section Task A

B

Writing an essay comparing two poems from Other Cultures and Traditions selected from a GCSE anthology Choosing one of four written tasks in which you are asked to describe, imagine or explain

Time allocated 1 hour

Marks 27

Overall % of GCSE 15%

45 Minutes

27

15%

Time allocated 45 Minutes

Marks 27

Overall % of GCSE 15%

45 Minutes

27

15%

English Literature (1 hour and 45 Minutes) You will sit one examination paper for English Literature worth 70% of the overall grade: Section

Task

A

An essay on a contemporary novel: Of Mice and Men by John Steinbeck or A Kestral For a Knave by Barry Hines Writing an essay on four poems taken from a selection of Twentieth and Pre-twentieth century poetry you have studied

B

5

Time allocated 45 Minutes

Marks 27

Overall % of GCSE 30%

1 hour

36

40%

Teaching schedule

There are two essential things which you and your teacher must ensure if you are to gain the best grade you are capable of: 1. By the end of year 10 you must have completed all coursework tasks and hit your target grade.

2. By the time you sit your examinations you have studied all the different elements of the course and have had sufficient opportunities to practise and improve your examination technique.

Each class, depending on your set and target grade, will have an individual programme of study mapped out to ensure the above. Here is an example teaching schedule, followed by a blank onto which your teacher will map out assignments, teaching blocks and deadlines with you: YEAR 9 TERM

3B – 7 week block (after SATs)

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES A variety of short stories read as week 3 - hand Original writing stimulus for students’ own writing coursework completed in draft 1 of story Students made familiar Students plan, draft and re-draft their week 5 – hand with poems for English language paper 2 own original story in draft 2 of story Group interaction oral With structured guidance from the week 7 – ready coursework assessment completed teacher, small groups of students for group plan a reading and presentation on a presentation poem from the GCSE English anthology

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YEAR 10 TERM TEACHING AND LEARNING ACTIVITIES

DEADLINES

Autumn – The play “The Crucible” by Arthur 1A Miller read and studied.

An improvised role play in which the students dramatise a public meeting that might have taken place in Salem when the rumours of witchcraft are first spread.

Students plan, draft and prepare to redraft an essay on the destructive impact of the love triangle between Abigail Williams, John and Elizabeth Proctor.

Half term Autumn – 1B

Students study/ revise their knowledge of media texts, focusing on children’s charity campaign material (posters, leaflets, TV advertisements and websites)

Week 3 – ready for improvised role play Week 6 – hand in draft one of assignment

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Twentieth Century play coursework completed for English Literature

Week 8 – draft 2 of assignment set for end of first week back after half term

Week 3 – ready for practice English paper 1 section A

Students made familiar with format Week 5 – hand and question types included on in draft one of English paper 1 section A (Response assignment to non-fiction and media texts Week 7 – draft Students plan, draft and prepare to 2 of redraft an essay on use of shock assignment set tactics in advertising for end of first week back after half term Christmas holiday

TEACHING AND LEARNING OUTCOMES Drama-focused oral coursework completed

Experience of skills needed for English Paper 1 gained Media coursework for English completed

Spring – 2A

Students study the play Romeo and Juliet by William Shakespeare, focusing on the opening in detail

Week 5 – hand in draft one of essay

Shakespeare coursework for English and English Literature begun.

Week 3 – students hand in draft 2 of Shakespeare essay

Shakespeare coursework for English and English Literature completed

Students plan, draft and prepare to re-draft an essay on how Shakespeare grabs the attention of the audience in the first 95 lines of the play Half term Spring – 2B

Students revise work completed on poems from other cultures and traditions in year 9 and study others Students practice skills needed for writing comparative essays on poetry in examinations

Easter holiday Summer – 3A

Revision for English language Paper 1 and 2 – writing to argue, persuade and advise and writing to imagine, inform and explain Year 10 examinations

Skills for English paper 2 developed

Week 3 – students ready for examination (English paper 1 and 2)

Skills for English paper 1 and 2 developed

Work Experience Half term Summer – 3B

Students prepare an individual talk on their work Experience Students study Great Expectations

by Charles Dickens, focusing on chapter 1 and 39

Summer holiday

Students plan, draft and prepare to redraft an essay comparing the presentation of Pip and Magwitch in the above chapters.

Students redraft prose study coursework Students given opportunity to read the Literature set text over the Summer (Of Mice and Men by Steinbeck)

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Individual oral Week 2 – ready for work coursework completed experience talk Prose study coursework for Week 6 – English and English students hand in draft one of literature begun essay

Prose study coursework for English and English literature completed English Literature set text read

Year 11 TERM

Autumn – 1A

TEACHING AND LEARNING ACTIVITIES

DEADLINES

Study Of Mice and Men by John Steinbeck Coursework Review

Half term Autumn – 1B

Revision of Skills for English language Examinations

Week 2 – hand in draft 2 of prose study essay

Ready for Mock GCSE English

TEACHING AND LEARNING OUTCOMES Coursework completed and improved Students prepared for section A of English Literature Examination Development of skills for English GCSE

Year 11 Mock Examinations Christmas holiday Spring – 2A

Study of poetry for English Literature Examination

Students prepared for section B of English Literature examination

Opportunities to improve oral coursework marks during group interaction and via role play based on poems Half term Spring – 2B Easter holiday

Summer – 3A Half term Summer – 3B Summer holiday

Revision and examination practice

Oral coursework marks improved

Examination skills developed

GCSE examinations begin GCSE examinations continue Students receive their grades

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BLANK TEACHING SCHEDULE YEAR 9 TERM

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

YEAR TEACHING AND LEARNING 10 ACTIVITIES TERM Autumn – 1A

DEADLINES

TEACHING AND LEARNING OUTCOMES

DEADLINES

TEACHING AND LEARNING OUTCOMES

3B – 7 week block (after SATs)

Half term

YEAR TEACHING AND LEARNING 10 ACTIVITIES TERM Autumn – 1B

Christmas

10

YEAR 10 TERM Spring – 2A

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

Half term

YEAR 10 TERM Spring – 2B

Easter

YEAR 10 TERM Summer – 3A

Half term

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YEAR 10 TERM Summer – 3B

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

TEACHING AND LEARNING YEAR ACTIVITIES 11 TERM Autumn – 1A

DEADLINES

TEACHING AND LEARNING OUTCOMES

DEADLINES

TEACHING AND LEARNING OUTCOMES

Summer holiday

Half term

YEAR TEACHING AND LEARNING 11 ACTIVITIES TERM Autumn – 1B

Christmas

12

YEAR 11 TERM Spring – 2A

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES

DEADLINES

TEACHING AND LEARNING OUTCOMES

Half term

YEAR 11 TERM Spring – 2B

Easter

YEAR 11 TERM Summer – 3A

Half term

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MY PROGRESS INTRODUCTION This section of your booklet helps you to keep track of your progress. You will be able to make a record of which parts of the courses you have studied. In addition, you will be able to write down the targets your teacher has set you after each unit of work. Using the mark schemes yourself and becoming familiar with the criteria you will be judged by is also an important part of this process. If you can set your own targets you are more likely to achieve them.

Before focusing on moving forward it is important to remember what your targets were at the end of Key Stage 3

My Reading targets were to:

My Writing targets were to:

My Speaking and Listening Targets were to:

My GCSE Target is: ___.___ = Grade ___ WRITTEN COURSEWORK 14

COMPONENT ORIGINAL WRITING (EN3) ASSIGNMENT TITLE

KEY LEARNING POINTS

TARGET AFTER DRAFT 1

TARGET AFTER DRAFT 2

GRADE AND COMMENTS

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COMPONENT MEDIA (EN3) ASSIGNMENT TITLE

KEY LEARNING POINTS

TARGET AFTER DRAFT 1

TARGET AFTER DRAFT 2

GRADE AND COMMENTS

COMPONENT SHAKESPEARE (EN2 AND LIT.) ASSIGNMENT TITLE

KEY LEARNING POINTS

TARGET AFTER DRAFT 1

TARGET AFTER DRAFT 2

GRADE AND COMMENTS

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COMPONENT PROSE STUDY (EN2 AND LIT.) ASSIGNMENT TITLE

KEY LEARNING POINTS

TARGET AFTER DRAFT 1

TARGET AFTER DRAFT 2

GRADE AND COMMENTS

COMPONENT TWENTIETH CENTURY PLAY (LIT.) ASSIGNMENT TITLE

KEY LEARNING POINTS

TARGET AFTER DRAFT 1

TARGET AFTER DRAFT 2

GRADE AND COMMENTS

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SPOKEN COURSEWORK

1.

Explain Describ e Narrate

Description of activity

Individual extended contribution

How and what I did.

Teacher comments

Targets

Grade/Mark

18

Explore Analyse Imagine

Discuss Argue Persuade

2 Explain Describ e Narrate

Description of activity

Group interaction

How and whatI did.

Teacher comments

Targets

Grade/Mark

19

Explore Analyse Imagine

Discuss Argue Persuade

3 Explain Describ e Narrate

Description of activity

Drama-based activity

How and what I did.

Teacher comments

Targets

Grade/Mark

20

Explore Analyse Imagine

Discuss Argue Persuade

EXAMINATION SKILLS ENGLISH The two English examination papers are divided into section A and section B. Section A, on both papers, is a test of Reading. Section B, on both papers, is a test of Writing. The criteria against which you are marked for Reading and Writing differ greatly. Here are the assessment objectives upon which the mark-schemes are based:

READING Candidates are required to demonstrate their ability to: i.

Read, with insight and engagement, making appropriate references to texts, and developing and sustaining interpretations of them

ii.

Distinguish between fact and opinion and evaluate how information is presented

iii.

Follow an argument, identifying implications and recognising inconsistencies

iv.

Select material appropriate to purpose, collate material from different sources, and make cross references

v.

Understand and evaluate how writers use linguistic, structural and presentational devices to achieve their effects, and comment on ways language varies and changes

WRITING Candidates are required to demonstrate their ability to: i.

Communicate clearly and imaginatively, using and adapting forms for different readers and purposes

ii.

Organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features

iii.

Use a range of sentence structures effectively with accurate punctuation and spelling

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EXAMINATION PRACTICE FOR READING SKILLS PAPER 1 SECTION A – READING NON-FICTION AND MEDIA TEXTS In this section of the paper you will be asked to read two or three different non-fiction/media texts and then answer 5 or 6 questions. Each question will focus on a specific skill from within the assessment objectives. For example, identifying or commenting on the writer’s use of fact and opinion or commenting on the presentational devices.

Opinion

verses

Fact

QUESTION

ASSESSMENT OBJECTIVE KEY LEARNING POINTS MARK AND COMMENT

TARGET

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QUESTION

ASSESSMENT OBJECTIVE KEY LEARNING POINTS MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE KEY LEARNING POINTS MARK AND COMMENT

TARGET

23

QUESTION

ASSESSMENT OBJECTIVE KEY LEARNING POINTS MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE KEY LEARNING POINTS MARK AND COMMENT

TARGET

24

QUESTION

ASSESSMENT OBJECTIVE KEY LEARNING POINTS MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE

KEY LEARNING POINTS MARK AND COMMENT

TARGET

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PAPER 2 SECTION A – READING POEMS FROM OTHER CULTURES AND TRADITIONS In this section of the paper you will have a choice of two questions. Question 1 will name a poem from Cluster 1 poems listed on the contents page of your GCSE anthology. It will ask you to compare this with one other poem from either cluster. Question 2 will name a poem from Cluster 2 listed on the contents page of your anthology. Again, it will ask you to compare this with one other poem from either cluster.

Fill in this chart as you study the poems.

CLUSTER 1 POEM Limbo

CULTURE

KEY THEME

Nothing’s changed

Island Man

Blessing

Two Scavengers in a truck

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KEY TECHNIQUE

POEM Night of the Scorpion

CULTURE

KEY THEME

KEY TECHNIQUE

Vultures

What Were They like

CLUSTER 2 POEM From Search for My Tongue

CULTURE

KEY THEME

From Unrelated Incidents

Half Caste

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KEY TECHNIQUE

POEM Love after love

CULTURE

KEY THEME

KEY TECHNIQUE

This Room

Not My Business

Presents from My Aunts in Pakistan

Hurricane Hits England

Key tips for essay writing success in this section:

Plan your essay (following the bullet points if you are entered for foundation tier).

Write a clear introduction, referring to both poems and the key words in the essay title.

Use PEE paragraphs (Point, Evidence, Explain).

Compare the poems using effective connectives and connective phrases such as: similarly, by comparison, in addition, by contrast, whereas, however.

Comment on the use of interesting structural and presentational devices such as stanza length, layout and use of punctuation.

Comment on the use of interesting language techniques such as similes, metaphors, dialect and emotive words.

Refer back to the key words in each paragraph and in your conclusion.

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Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting an appropriate poem to link with the named poem?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning both poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poem in quotation marks?

Explaining how the evidence proved my point?

For a higher grade focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

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Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting an appropriate poem to link with the named poem?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning both poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poem in quotation marks?

Explaining how the evidence proved my point?

For a higher grade focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

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Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting an appropriate poem to link with the named poem?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning both poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poem in quotation marks?

Explaining how the evidence proved my point?

For a higher grade focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

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Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting an appropriate poem to link with the named poem?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning both poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poem in quotation marks?

Explaining how the evidence proved my point?

For a higher grade focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

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EXAMINATION PRACTICE FOR WRITING SKILLS PAPER 1 AND PAPER 2 SECTION B

In these sections of the examination papers you are asked to choose, one, from a variety of written tasks. Each task asks you to write for a particular purpose and a particular target audience.

On paper one the purpose is to persuade, argue or advise and on paper two the purpose is to inform, explain or describe.

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Key tips for writing task success.

Plan your answer taking purpose and audience into consideration. (e.g. formal/informal, for adults or teenagers etc.)

Structure your writing clearly using appropriate: o layout o paragraphing o topic sentences or connectives to act as signposts, especially at the beginning of paragraphs Use a variety of sentence types and lengths such as: o short and simple for impact o longer lists for description or examples o complex sentences with subordinate clauses in a variety of places: at the beginning, embedded within the sentence or at the end o rhetorical questions and exclamations when persuading Use a varied vocabulary including: o varied connectives o sensory description where appropriate o interesting and precise verbs, adverbs and adjectives o varied synonyms o formal or informal vocabulary as suitable for purpose and audience Read back through your work every few sentences as part of your checking procedure Check your grammar such as using “we were” not “we was” Check punctuation and spelling very carefully

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Task:

Writing purpose: Yes or no

Target audience: Did I plan my writing effectively?

Did I structure my writing effectively by using appropriate: o layout? o paragraphing ? o topic sentences or connectives to act as signposts, especially at the beginning of paragraphs ?

Did I use a variety of sentence types and lengths such as: o short and simple for impact? o longer lists for description or examples? o complex sentences with subordinate clauses in a variety of places: at the beginning, embedded within the sentence or at the end? o rhetorical questions and exclamations when persuading?

Did I use a varied vocabulary including: o varied connectives? o sensory description where appropriate? o interesting and precise verbs, adverbs and adjectives? o varied synonyms? o formal or informal vocabulary as suitable for purpose and audience?

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Did I Read back through my work every few sentences as part of my checking procedure?

Did I Check punctuation carefully by: o ensuring I used capital letters for names? o ensuring I used capital letters at the beginning of sentences? o ensuring sentences ended with either a full stop, question mark or exclamation mark? o adding apostrophes for: omission?

Possession? o ensuring I had used commas for: lists? to mark off subordinate clauses? o attempting to include sophisticated techniques such as semi-colons, colons, ellipsis and dashes?

Did I check my spelling carefully?

Did I check my grammar carefully by: o ensuring I had used “were” and “was” correctly? o ensuring I had used “there” and “their” correctly? o ensuring I had used “should have” and not “should of” etc.? o making sure my tenses were consistent throughout?

GRADE AND COMMENTS

TARGETS

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Task:

Writing purpose: Yes or no

Target audience: Did I plan my writing effectively?

Did I structure my writing effectively by using appropriate: o layout? o paragraphing ? o topic sentences or connectives to act as signposts, especially at the beginning of paragraphs ?

Did I use a variety of sentence types and lengths such as: o short and simple for impact? o longer lists for description or examples? o complex sentences with subordinate clauses in a variety of places: at the beginning, embedded within the sentence or at the end? o rhetorical questions and exclamations when persuading?

Did I use a varied vocabulary including: o varied connectives? o sensory description where appropriate? o interesting and precise verbs, adverbs and adjectives? o varied synonyms? o formal or informal vocabulary as suitable for purpose and audience?

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Did I Read back through my work every few sentences as part of my checking procedure?

Did I Check punctuation carefully by: o ensuring I used capital letters for names? o ensuring I used capital letters at the beginning of sentences? o ensuring sentences ended with either a full stop, question mark or exclamation mark? o adding apostrophes for: omission?

Possession? o ensuring I had used commas for: lists? to mark off subordinate clauses? o attempting to include sophisticated techniques such as semi-colons, colons, ellipsis and dashes?

Did I check my spelling carefully?

Did I check my grammar carefully by: o ensuring I had used “were” and “was” correctly? o ensuring I had used “there” and “their” correctly? o ensuring I had used “should have” and not “should of” etc.? o making sure my tenses were consistent throughout?

GRADE AND COMMENTS

TARGETS

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Task:

Writing purpose: Yes or no

Target audience: Did I plan my writing effectively?

Did I structure my writing effectively by using appropriate: o layout? o paragraphing ? o topic sentences or connectives to act as signposts, especially at the beginning of paragraphs ?

Did I use a variety of sentence types and lengths such as: o short and simple for impact? o longer lists for description or examples? o complex sentences with subordinate clauses in a variety of places: at the beginning, embedded within the sentence or at the end? o rhetorical questions and exclamations when persuading?

Did I use a varied vocabulary including: o varied connectives? o sensory description where appropriate? o interesting and precise verbs, adverbs and adjectives? o varied synonyms? o formal or informal vocabulary as suitable for purpose and audience?

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Did I Read back through my work every few sentences as part of my checking procedure?

Did I Check punctuation carefully by: o ensuring I used capital letters for names? o ensuring I used capital letters at the beginning of sentences? o ensuring sentences ended with either a full stop, question mark or exclamation mark? o adding apostrophes for: omission?

Possession? o ensuring I had used commas for: lists? to mark off subordinate clauses? o attempting to include sophisticated techniques such as semi-colons, colons, ellipsis and dashes?

Did I check my spelling carefully?

Did I check my grammar carefully by: o ensuring I had used “were” and “was” correctly? o ensuring I had used “there” and “their” correctly? o ensuring I had used “should have” and not “should of” etc.? o making sure my tenses were consistent throughout?

GRADE AND COMMENTS

TARGETS

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Task:

Writing purpose: Yes or no

Target audience: Did I plan my writing effectively?

Did I structure my writing effectively by using appropriate: o layout? o paragraphing ? o topic sentences or connectives to act as signposts, especially at the beginning of paragraphs ?

Did I use a variety of sentence types and lengths such as: o short and simple for impact? o longer lists for description or examples? o complex sentences with subordinate clauses in a variety of places: at the beginning, embedded within the sentence or at the end? o rhetorical questions and exclamations when persuading?

Did I use a varied vocabulary including: o varied connectives? o sensory description where appropriate? o interesting and precise verbs, adverbs and adjectives? o varied synonyms? o formal or informal vocabulary as suitable for purpose and audience?

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Did I Read back through my work every few sentences as part of my checking procedure?

Did I Check punctuation carefully by: o ensuring I used capital letters for names? o ensuring I used capital letters at the beginning of sentences? o ensuring sentences ended with either a full stop, question mark or exclamation mark? o adding apostrophes for: omission?

Possession? o ensuring I had used commas for: lists? to mark off subordinate clauses? o attempting to include sophisticated techniques such as semi-colons, colons, ellipsis and dashes?

Did I check my spelling carefully?

Did I check my grammar carefully by: o ensuring I had used “were” and “was” correctly? o ensuring I had used “there” and “their” correctly? o ensuring I had used “should have” and not “should of” etc.? o making sure my tenses were consistent throughout?

GRADE AND COMMENTS

TARGETS

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Task:

Writing purpose: Yes or no

Target audience: Did I plan my writing effectively?

Did I structure my writing effectively by using appropriate: o layout? o paragraphing ? o topic sentences or connectives to act as signposts, especially at the beginning of paragraphs ?

Did I use a variety of sentence types and lengths such as: o short and simple for impact? o longer lists for description or examples? o complex sentences with subordinate clauses in a variety of places: at the beginning, embedded within the sentence or at the end? o rhetorical questions and exclamations when persuading?

Did I use a varied vocabulary including: o varied connectives? o sensory description where appropriate? o interesting and precise verbs, adverbs and adjectives? o varied synonyms? o formal or informal vocabulary as suitable for purpose and audience?

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Did I Read back through my work every few sentences as part of my checking procedure?

Did I Check punctuation carefully by: o ensuring I used capital letters for names? o ensuring I used capital letters at the beginning of sentences? o ensuring sentences ended with either a full stop, question mark or exclamation mark? o adding apostrophes for: omission?

Possession? o ensuring I had used commas for: lists? to mark off subordinate clauses? o attempting to include sophisticated techniques such as semi-colons, colons, ellipsis and dashes?

Did I check my spelling carefully?

Did I check my grammar carefully by: o ensuring I had used “were” and “was” correctly? o ensuring I had used “there” and “their” correctly? o ensuring I had used “should have” and not “should of” etc.? o making sure my tenses were consistent throughout?

GRADE AND COMMENTS

TARGETS

EXAMINATION PRACTICE FOR ENGLISH LITERATURE 44

Here are the assessment objectives upon which the mark-schemes are based: Candidates are required to demonstrate their ability to: i.

respond to texts critically, sensitively and in detail, selecting appropriate ways to convey their response, using textual evidence as appropriate

ii.

explore how language, structure and forms contribute to the meanings of texts, considering different approaches to texts and alternative interpretations

iii.

explore relationships and comparisons between texts, selecting and evaluating relevant material

iv.

relate texts to their social, cultural and historical contexts and literary traditions

45

SECTION A – SET NOVEL Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the novel in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I comment on the structure of the novel?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of the text?

How many times did I refer back to key words in the question?

Did I refer to the social, cultural or historical context of the novel?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS

TARGETS

46

SECTION A – SET NOVEL Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the novel in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I comment on the structure of the novel?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of the text?

How many times did I refer back to key words in the question?

Did I refer to the social, cultural or historical context of the novel?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS

TARGETS

47

SECTION A – SET NOVEL Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the novel in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I comment on the structure of the novel?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of the text?

How many times did I refer back to key words in the question?

Did I refer to the social, cultural or historical context of the novel?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS

TARGETS

48

SECTION A – SET NOVEL Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the novel in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I comment on the structure of the novel?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of the text?

How many times did I refer back to key words in the question?

Did I refer to the social, cultural or historical context of the novel?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS

TARGETS

49

SECTION B – PRE AND POST 1914 POETRY In this section of the paper you will have a choice of four questions. These questions may have more than one part to them. In each, you will be required to write about four poems from those you have studied. Two of these poems will be from the pre-1914 bank and two will be by either Seamus Heaney and Gillian Clark or Carol Ann Duffy and Simon Armitage.

Carol Ann Duffy – Key Poems POEM Education For Leisure

KEY THEME

KEY TECHNIQUE

(Higher and Foundation Tier)

Havisham (Higher and Foundation Tier)

Stealing (Foundation Tier)

Salome (Foundation Tier)

Anne Hathaway (Higher Tier)

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KEY LINE

POEM Before You Were Mine (Higher Tier)

KEY THEME

KEY TECHNIQUE

KEY LINE

Simon Armitage - Key Poems POEM Kid

KEY THEME

KEY TECHNIQUE

(Higher and Foundation Tier)

Hitcher (Higher and Foundation Tier)

My Father (Foundation Tier)

November (Foundation Tier)

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KEY LINE

POEM Mother any distance (Higher Tier)

KEY THEME

KEY TECHNIQUE

KEY LINE

KEY TECHNIQUE

KEY LINE

Homecoming (Higher Tier)

Pre 1914 Key Poems POEM

KEY THEME

On My First Sonne (Higher and Foundation Tier)

The Laboratory (Higher and Foundation Tier)

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POEM

KEY THEME

KEY TECHNIQUE

The Man He Killed (Foundation Tier)

The Song Of The Old Mother (Foundation Tier)

Sonnet 130 (Higher Tier)

My Last Duchess (Higher Tier)

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KEY LINE

LITERATURE POETRY EXAMINATION PRACTICE Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting appropriate poems to link with the named poems?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning the poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poems in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

54

LITERATURE POETRY EXAMINATION PRACTICE Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting appropriate poems to link with the named poems?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning the poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poems in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

55

LITERATURE POETRY EXAMINATION PRACTICE Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting appropriate poems to link with the named poems?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning the poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poems in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

56

LITERATURE POETRY EXAMINATION PRACTICE Essay title:

Yes or no Did I plan my essay effectively by: Underlining the key words in the title?

Carefully selecting appropriate poems to link with the named poems?

Drawing some kind of mind-map, chart or list?

Did I introduce my essay clearly by: Mentioning the poems that I was writing about?

Referring to key words in the question?

Did I use PEE paragraphs by: Making clear points at the beginning of paragraphs?

Backing up my points with a short quotation or phrase from the poems in quotation marks?

Explaining how the evidence proved my point?

For a higher grade, focusing closely on the effect of specific words in the quotation?

Did I compare the poems by: Pointing out a similarity?

Pointing out a difference?

Using effective connectives and connective phrases?

Did I comment on the use of structural and presentational devices?

Did I comment on the use of language techniques?

Did I suggest different possibilities when interpreting the meaning of each poem?

How many times did I refer back to key words in the question?

Did I write an effective conclusion by: Summarising my main points?

Referring back to the question?

Putting forward my point of view?

GRADE AND COMMENTS TARGETS

57

YEAR 10 ENGLISH EXAMINATION ENGLISH PAPER 1 SECTION A (READING MEDIA AND NONFICTION TEXTS) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

ENGLISH PAPER 1 SECTION B (WRITING TO ARGUE, PERSUADE, ADVISE) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

ENGLISH PAPER 2 SECTION A (POETRY FROM DIFFERENT CULTURES) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

ENGLISH PAPER 2 SECTION B (WRITING TO INFORM, EXPLAIN, DESCRIBE) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

YEAR 11 ENGLISH EXAMINATION ENGLISH PAPER 1 SECTION A (READING MEDIA AND NONFICTION TEXTS) 58

ACHIEVEMENTS

1.

2.

TARGETS

1.

2.

MARK/GRADE

ENGLISH PAPER 1 SECTION B (WRITING TO ARGUE, PERSUADE, ADVISE) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

ENGLISH PAPER 2 SECTION A (POETRY FROM DIFFERENT CULTURES) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

ENGLISH PAPER 2 SECTION B (WRITING TO INFORM, EXPLAIN, DESCRIBE) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

59

YEAR 11 ENGLISH LITERATURE EXAMINATION

ENGLISH LITERATURE SECTION A (NOVEL) ACHIEVEMENTS 1.

2.

TARGETS

1.

2.

MARK/GRADE

ENGLISH LITERATURE SECTION B (POETRY) ACHIEVEMENTS

1.

2.

TARGETS

1.

2.

MARK/GRADE

60