Gcse English and English Literature

Home , Havisham, Island Man, Love After Love (poem), Not My Business, On My First Sonne, The Laboratory

GCSE ENGLISH AND ENGLISH LITERATURE

INFORMATION AND PERSONAL PROFILE FOR STUDENTS AT ASHTON COMMUNITY SCIENCE COLLEGE

NAME: …………………………………………..

TEACHER: …………………………………….

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 EXAMPLE TASKS % OF OVERALL GCSE Original Writing A short story or an 5 % of the English GCSE (Writing assessment for autobiographical piece of English only) writing. Media A close analysis of an 5% of the English GCSE (Writing assessment for advertising campaign or of the English only) marketing for a film. Shakespeare A close analysis of the impact 5% of the English GCSE plus (Reading assessment for created by the first 95 lines in 10% of the English Literature English and English Lit.) Romeo and Juliet. GCSE Pre-Twentieth Century Prose A comparison between two 5% of the English GCSE plus Study chapters in Great Expectations 10% of the English Literature (Reading assessment for by Charles Dickens. GCSE English and English Lit.) Twentieth Century Play A close analysis of the role 10% of the English Literature (Assessment for English played by the narrator in Blood GCSE Literature only) Brothers by Willy Russell

Spoken

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 An individual talk given to the class after a Explain 7% Individual extended student’s two week work experience Describe contribution Narrate

Assessment 2 In small groups students explore and analyse Explore 7% Group Interaction the impact an army recruitment campaign may Analyse have on young people Imagine

Assessment 3 Students’ role-play a public meeting, held with Discuss 7% Drama-focused local councillors, in which a decision to close Argue activity down the local primary school is debated persuade

3 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

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 Time Marks Overall % allocated of GCSE A Reading Media and Non-Fiction texts and 1 hour 27 15% answering a series of questions B Choosing one of four written tasks in which you 45 Minutes 27 15% are asked to argue, persuade or advise for a particular target audience

Paper 2 (1 hour 30 minutes) Section Task Time Marks Overall % allocated of GCSE A Writing an essay comparing two poems from 45 Minutes 27 15% Other Cultures and Traditions selected from a GCSE anthology B Choosing one of four written tasks in which you 45 Minutes 27 15% are asked to describe, imagine or explain

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

Section Task Time Marks Overall % allocated of GCSE A An essay on a contemporary novel: Of Mice and 45 Minutes 27 30% Men by John Steinbeck or A Kestral For a Knave by Barry Hines B Writing an essay on four poems taken from a 1 hour 36 40% selection of Twentieth and Pre-twentieth century poetry you have studied

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

6 YEAR 10 TERM TEACHING AND LEARNING DEADLINES TEACHING AND ACTIVITIES LEARNING OUTCOMES Autumn – The play “The Crucible” by Arthur Week 3 – Drama-focused oral 1A Miller read and studied. ready for coursework completed improvised An improvised role play in which the role play Twentieth Century students dramatise a public meeting that play coursework might have taken place in Salem when Week 6 – hand completed for English the rumours of witchcraft are first in draft one of Literature spread. assignment

Students plan, draft and prepare to Week 8 – draft redraft an essay on the destructive 2 of impact of the love triangle between assignment set Abigail Williams, John and Elizabeth for end of first Proctor. week back after half term

Half term Autumn – Students study/ revise their Week 3 – Experience of skills 1B knowledge of media texts, focusing ready for needed for English on children’s charity campaign practice Paper 1 gained material (posters, leaflets, TV English paper advertisements and websites) 1 section A Media coursework for English completed 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

Spring – Students study the play Romeo and Week 5 – hand Shakespeare 2A Juliet by William Shakespeare, in draft one of coursework for focusing on the opening in detail essay English and English Literature begun.

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 – Students revise work completed on Week 3 – Shakespeare 2B poems from other cultures and students hand coursework for traditions in year 9 and study others in draft 2 of English and English Shakespeare Literature completed Students practice skills needed for essay writing comparative essays on poetry in examinations Skills for English paper 2 developed Easter holiday Summer Revision for English language Paper Week 3 – Skills for English – 3A 1 and 2 – writing to argue, persuade students ready paper 1 and 2 and advise and writing to imagine, for developed inform and explain examination (English paper Year 10 examinations 1 and 2)

Work Experience

Half term Summer Students prepare an individual talk Week 2 – Individual oral – 3B on their work Experience ready for work coursework completed experience talk Students study Great Expectations Prose study by Charles Dickens, focusing on Week 6 – coursework for chapter 1 and 39 students hand English and English in draft one of literature begun Students plan, draft and prepare to essay redraft an essay comparing the presentation of Pip and Magwitch in the above chapters. Summer Students redraft prose study Prose study holiday coursework coursework for English and English Students given opportunity to read literature completed the Literature set text over the Summer (Of Mice and Men by English Literature set Steinbeck) text read

Year 11 TERM TEACHING AND LEARNING DEADLINES TEACHING AND ACTIVITIES LEARNING OUTCOMES Autumn – Study Of Mice and Men by John Week 2 – hand Coursework completed 1A Steinbeck in draft 2 of and improved prose study Coursework Review essay Students prepared for section A of English Literature Examination Half term Autumn – Revision of Skills for English Ready for Development of skills 1B language Examinations Mock GCSE for English GCSE English Year 11 Mock Examinations Christmas holiday Spring – Study of poetry for English Students prepared for 2A Literature Examination section B of English Literature examination Opportunities to improve oral coursework marks during group Oral coursework interaction and via role play based marks improved on poems Half term Spring – Revision and examination practice Examination skills 2B developed Easter holiday

Summer GCSE examinations begin – 3A Half term Summer GCSE examinations continue – 3B Summer Students receive their holiday grades

BLANK TEACHING SCHEDULE YEAR 9 TEACHING AND LEARNING DEADLINES TEACHING AND TERM ACTIVITIES LEARNING OUTCOMES 3B – 7 week block (after SATs)

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 10 ACTIVITIES LEARNING TERM OUTCOMES Autumn – 1A

Half term

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 10 ACTIVITIES LEARNING TERM OUTCOMES Autumn – 1B

Christmas

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 10 ACTIVITIES LEARNING TERM OUTCOMES Spring – 2A

Half term

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 10 ACTIVITIES LEARNING TERM OUTCOMES Spring – 2B

Easter

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 10 ACTIVITIES LEARNING TERM OUTCOMES Summer – 3A

Half term

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 10 ACTIVITIES LEARNING TERM OUTCOMES Summer – 3B

Summer holiday

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 11 ACTIVITIES LEARNING TERM OUTCOMES Autumn – 1A

Half term

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 11 ACTIVITIES LEARNING TERM OUTCOMES Autumn – 1B

Christmas

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 11 ACTIVITIES LEARNING TERM OUTCOMES Spring – 2A

Half term

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 11 ACTIVITIES LEARNING TERM OUTCOMES Spring – 2B

Easter

YEAR TEACHING AND LEARNING DEADLINES TEACHING AND 11 ACTIVITIES LEARNING TERM OUTCOMES Summer – 3A

Half term

13 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

COMPONENT ORIGINAL WRITING (EN3) ASSIGNMENT TITLE

KEY LEARNING POINTS

TARGET AFTER DRAFT 1

TARGET AFTER DRAFT 2

GRADE AND COMMENTS

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

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

SPOKEN COURSEWORK

1. Description of activity Explain Explore Discuss Describ Analyse Argue e Imagine Persuade Narrate Individual extended contribution

How and what I did.

Teacher comments

Targets

Grade/Mark

2 Description of activity Explain Explore Discuss Describ Analyse Argue e Imagine Persuade Narrate Group interaction

How and whatI did.

Teacher comments

Targets

Grade/Mark

3 Description of activity Explain Explore Discuss Describ Analyse Argue e Imagine Persuade Narrate Drama-based activity

How and what I did.

Teacher comments

Targets

Grade/Mark

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

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

QUESTION

ASSESSMENT OBJECTIVE

KEY LEARNING POINTS

MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE

KEY LEARNING POINTS

MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE

KEY LEARNING POINTS

MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE

KEY LEARNING POINTS

MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE

KEY LEARNING POINTS

MARK AND COMMENT

TARGET

QUESTION

ASSESSMENT OBJECTIVE

KEY LEARNING POINTS

MARK AND COMMENT

TARGET

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 CULTURE KEY THEME KEY TECHNIQUE Limbo

Nothing’s changed

Island Man

Blessing

Two Scavengers in a truck

POEM CULTURE KEY THEME KEY TECHNIQUE Night of the Scorpion

Vultures

What Were They like

CLUSTER 2 POEM CULTURE KEY THEME KEY TECHNIQUE From Search for My Tongue

From Unrelated Incidents

Half Caste

POEM CULTURE KEY THEME KEY TECHNIQUE Love after love

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.

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 i nterpreting 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

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 i nterpreting 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

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 i nterpreting 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

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 i nterpreting 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

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.

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

Task:

Writing purpose: Yes Target audience: or no

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?

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

Task:

Writing purpose: Yes Target audience: or no

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?

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

Task:

Writing purpose: Yes Target audience: or no

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?

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

Task:

Writing purpose: Yes Target audience: or no

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?

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

Task:

Writing purpose: Yes Target audience: or no

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?

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

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

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 i nterpreting the meaning of the text?

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

Did I refer to the socia l, 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

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 i nterpreting the meaning of the text?

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

Did I refer to the socia l, 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

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 i nterpreting the meaning of the text?

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

Did I refer to the socia l, 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

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 i nterpreting the meaning of the text?

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

Did I refer to the socia l, 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

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 KEY THEME KEY TECHNIQUE KEY LINE Education For Leisure (Higher and Foundation Tier)

Havisham (Higher and Foundation Tier)

Stealing (Foundation Tier)

Salome (Foundation Tier)

Anne Hathaway (Higher Tier)

POEM KEY THEME KEY TECHNIQUE KEY LINE Before You Were Mine (Higher Tier)

Simon Armitage - Key Poems POEM KEY THEME KEY TECHNIQUE KEY LINE Kid (Higher and Foundation Tier)

Hitcher (Higher and Foundation Tier)

My Father (Foundation Tier)

November (Foundation Tier)

POEM KEY THEME KEY TECHNIQUE KEY LINE Mother any distance (Higher Tier)

Homecoming (Higher Tier)

Pre 1914 Key Poems

POEM KEY THEME KEY TECHNIQUE KEY LINE On My First Sonne (Higher and Foundation Tier)

The Laboratory (Higher and Foundation Tier)

POEM KEY THEME KEY TECHNIQUE KEY LINE

The Man He Killed (Foundation Tier)

The Song Of The Old Mother (Foundation Tier)

Sonnet 130 (Higher Tier)

My Last Duchess (Higher Tier)

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

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

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

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

YEAR 10 ENGLISH EXAMINATION

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

TARGETS 1.

MARK/GRADE

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

TARGETS 1.

MARK/GRADE

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

TARGETS 1.

MARK/GRADE

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

TARGETS 1.

MARK/GRADE

YEAR 11 ENGLISH EXAMINATION

ENGLISH PAPER 1 SECTION A (READING MEDIA AND NONFICTION TEXTS) 58 ACHIEVEMENTS 1.

TARGETS 1.

MARK/GRADE

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

TARGETS 1.

MARK/GRADE

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

TARGETS 1.

MARK/GRADE

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

TARGETS 1.

MARK/GRADE

59 YEAR 11 ENGLISH LITERATURE EXAMINATION

ENGLISH LITERATURE SECTION A (NOVEL) ACHIEVEMENTS 1.

TARGETS 1.

MARK/GRADE

ENGLISH LITERATURE SECTION B (POETRY)

ACHIEVEMENTS 1.

TARGETS 1.

MARK/GRADE