GCSE ENGLISH AND ENGLISH LITERATURE - Schudio · 2014-02-24 · 5 Examination English You will sit two separate examination papers for English. Each paper is worth 30% of the overall

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GCSE ENGLISH AND

ENGLISH LITERATURE

INFORMATION AND PERSONAL PROFILE

FOR STUDENTS AT ASHTON COMMUNITY

SCIENCE COLLEGE

NAME: …………………………………………..

TEACHER: …………………………………….

2

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

(Writing assessment for

English only)

A short story or an

autobiographical piece of

writing.

5 % of the English GCSE

Media

(Writing assessment for

English only)

A close analysis of an

advertising campaign or of the

marketing for a film.

5% of the English GCSE

Shakespeare

(Reading assessment for

English and English Lit.)

A close analysis of the impact

created by the first 95 lines in

Romeo and Juliet.

5% of the English GCSE plus

10% of the English Literature

GCSE

Pre-Twentieth Century Prose

Study

(Reading assessment for

English and English Lit.)

A comparison between two

chapters in Great Expectations

by Charles Dickens.

5% of the English GCSE plus


GCSE

Twentieth Century Play

(Assessment for English

Literature only)

A close analysis of the role

played by the narrator in Blood

Brothers by Willy Russell


GCSE

Spoken

3

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%

4

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

5

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

allocated

Marks Overall %

of GCSE

A Reading Media and Non-Fiction texts and

answering a series of questions

1 hour 27 15%

B Choosing one of four written tasks in which you

are asked to argue, persuade or advise for a

particular target audience

45 Minutes 27 15%

Paper 2 (1 hour 30 minutes)

Section Task Time

allocated

Marks Overall %

of GCSE

A Writing an essay comparing two poems from

Other Cultures and Traditions selected from a

GCSE anthology

45 Minutes 27 15%

B Choosing one of four written tasks in which you

are asked to describe, imagine or explain

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 Time

allocated

Marks Overall %

of GCSE

A An essay on a contemporary novel: Of Mice and

Men by John Steinbeck or A Kestral For a

Knave by Barry Hines

45 Minutes 27 30%

B Writing an essay on four poems taken from a

selection of Twentieth and Pre-twentieth

century poetry you have studied

1 hour 36 40%

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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

ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

3B – 7

week

block

(after

SATs)

� A variety of short stories read as

stimulus for students’ own writing

� Students plan, draft and re-draft their

own original story

� With structured guidance from the

teacher, small groups of students

plan a reading and presentation on a

poem from the GCSE English

anthology

week 3 - hand

in draft 1 of

story

week 5 – hand

in draft 2 of

story

week 7 – ready

for group

presentation

Original writing

coursework completed

Students made familiar

with poems for English

language paper 2

Group interaction oral

coursework assessment

completed

7

YEAR 10


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Autumn –

1A

� The play “The Crucible” by Arthur

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.

Week 3 –

ready for

improvised

role play

Week 6 – hand

in draft one of

assignment

Week 8 – draft

2 of

assignment set

for end of first

week back

after half term

Drama-focused oral


Twentieth Century

play coursework

completed for English

Literature

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)

� Students made familiar with format

and question types included on

English paper 1 section A (Response

to non-fiction and media texts


redraft an essay on use of shock

tactics in advertising

Week 3 –

ready for

practice

English paper

1 section A

Week 5 – hand

in draft one of

assignment

Week 7 – draft

2 of

assignment set

for end of first

week back

after half term

Experience of skills

needed for English

Paper 1 gained

Media coursework for

English completed

Christmas

holiday

8

Spring –

2A

� Students study the play Romeo and

Juliet by William Shakespeare,

focusing on the opening in detail


re-draft an essay on how

Shakespeare grabs the attention of

the audience in the first 95 lines of

the play

Week 5 – hand

in draft one of

essay

Shakespeare

coursework for

English and English

Literature begun.

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

Week 3 –

students hand

in draft 2 of

Shakespeare

essay

Shakespeare

coursework for

English and English

Literature completed

Skills for English

paper 2 developed

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

� Work Experience

Week 3 –

students ready

for

examination

(English paper

1 and 2)

Skills for English

paper 1 and 2

developed

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


redraft an essay comparing the

presentation of Pip and Magwitch in

the above chapters.

Week 2 –

ready for work

experience talk

Week 6 –

students hand

in draft one of

essay

Individual oral


Prose study

coursework for

English and English

literature begun

Summer

holiday

� Students redraft prose study

coursework

� Students given opportunity to read

the Literature set text over the

Summer (Of Mice and Men by

Steinbeck)

Prose study

coursework for

English and English

literature completed

English Literature set

text read

9

Year 11


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Autumn –

1A

� Study Of Mice and Men by John

Steinbeck

� Coursework Review

Week 2 – hand

in draft 2 of

prose study

essay

Coursework completed

and improved

Students prepared for

section A of English

Literature Examination

Half term

Autumn –

1B

� Revision of Skills for English

language Examinations

� Year 11 Mock Examinations

Ready for

Mock GCSE

English

Development of skills

for English GCSE

Christmas

holiday

Spring –

2A

� Study of poetry for English

Literature Examination

� Opportunities to improve oral

coursework marks during group

interaction and via role play based

on poems

Students prepared for

section B of English

Literature examination

Oral coursework

marks improved

Half term

Spring –

2B

� Revision and examination practice Examination skills

developed

Easter

holiday

Summer

– 3A

� GCSE examinations begin

Half term

Summer

– 3B

� GCSE examinations continue

Summer

holiday

Students receive their

grades

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BLANK TEACHING SCHEDULE YEAR 9

TERM

TEACHING AND LEARNING

ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

3B – 7

week

block

(after

SATs)

YEAR

10

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Autumn –

1A

Half term

YEAR

10

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Autumn –

1B

Christmas

11

YEAR

10

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Spring –

2A

Half term

YEAR

10

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Spring –

2B

Easter

YEAR

10

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Summer

– 3A

Half term

12

YEAR

10

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Summer

– 3B

Summer

holiday

YEAR

11

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Autumn –

1A

Half term

YEAR

11

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Autumn –

1B

Christmas

13

YEAR

11

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Spring –

2A

Half term

YEAR

11

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Spring –

2B

Easter

YEAR

11

TERM


ACTIVITIES

DEADLINES

TEACHING AND

LEARNING

OUTCOMES

Summer

– 3A

Half term

14

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

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COMPONENT ORIGINAL WRITING (EN3)

ASSIGNMENT

TITLE

KEY

LEARNING

POINTS

TARGET

AFTER

DRAFT 1

TARGET

AFTER

DRAFT 2

GRADE AND

COMMENTS

16

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

17

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

18

SPOKEN COURSEWORK

1. Description of activity Explain

Describ

e

Narrate

Explore

Analyse

Imagine

Discuss

Argue

Persuade

Individual

extended

contribution

How and

what I did.

Teacher

comments

Targets

Grade/Mark

19

2 Description of activity Explain

Describ

e

Narrate

Explore

Analyse

Imagine

Discuss

Argue

Persuade

Group

interaction

How and

whatI did.

Teacher

comments

Targets

Grade/Mark

20

3

Description of activity Explain

Describ

e

Narrate

Explore

Analyse

Imagine

Discuss

Argue

Persuade

Drama-based

activity

How and

what I did.

Teacher

comments

Targets

Grade/Mark

21

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


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

22

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

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

25

QUESTION

ASSESSMENT

OBJECTIVE

KEY

LEARNING

POINTS

MARK AND

COMMENT

TARGET

QUESTION

ASSESSMENT

OBJECTIVE

KEY

LEARNING

POINTS

MARK AND

COMMENT

TARGET

26

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

27


Night of the

Scorpion

Vultures

What Were They

like

CLUSTER 2


From Search for My

Tongue

From Unrelated

Incidents

Half Caste

28


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.

29

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

30

Essay title:

Yes or

no










marks?



Did I compare the poems by:

� Pointing out a similarity?











GRADE AND

COMMENTS

TARGETS

31

Essay title:

Yes or

no










marks?















GRADE AND

COMMENTS

TARGETS

32

Essay title:

Yes or

no










marks?















GRADE AND

COMMENTS

TARGETS

33

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.

34

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

35

Task:

Writing purpose:

Target audience:

Yes

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?

36

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

37

Task:

Writing purpose:

Target audience:

Yes

or no



o layout?

o paragraphing ?













o varied synonyms?


audience?

38


checking procedure?





exclamation mark?


� omission?

� Possession?


� lists?










GRADE AND

COMMENTS

TARGETS

39

Task:

Writing purpose:

Target audience:

Yes

or no



o layout?

o paragraphing ?













o varied synonyms?


audience?

40


checking procedure?





exclamation mark?


� omission?

� Possession?


� lists?










GRADE AND

COMMENTS

TARGETS

41

Task:

Writing purpose:

Target audience:

Yes

or no



o layout?

o paragraphing ?













o varied synonyms?


audience?

42


checking procedure?





exclamation mark?


� omission?

� Possession?


� lists?










GRADE AND

COMMENTS

TARGETS

43

Task:

Writing purpose:

Target audience:

Yes

or no



o layout?

o paragraphing ?













o varied synonyms?


audience?

44


checking procedure?





exclamation mark?


� omission?

� Possession?


� lists?










GRADE AND

COMMENTS

TARGETS

EXAMINATION PRACTICE FOR ENGLISH LITERATURE

45

Here are the assessment objectives upon which the mark-schemes are based:


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

46

SECTION A – SET NOVEL Essay title:

Yes or

no

Did I plan my essay effectively by:

� Underlining the key words in the title?


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



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


� 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 suggest different possibilities when interpreting the meaning of the text?


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

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



GRADE AND

COMMENTS

TARGETS

47


Yes or

no


















GRADE AND

COMMENTS

TARGETS

48


Yes or

no


















GRADE AND

COMMENTS

TARGETS

49


Yes or

no


















GRADE AND

COMMENTS

TARGETS

50

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)

51


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)

52


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)

53

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)

54

LITERATURE POETRY EXAMINATION PRACTICE

Essay title:

Yes or

no



� Carefully selecting appropriate poems to link with the named poems?



� Mentioning the poems that I was writing about?


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?















GRADE AND

COMMENTS

TARGETS

55


Essay title:

Yes or

no










marks?















GRADE AND

COMMENTS

TARGETS

56


Essay title:

Yes or

no










marks?















GRADE AND

COMMENTS

TARGETS

57


Essay title:

Yes or

no










marks?















GRADE AND

COMMENTS

TARGETS

58

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)

59

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

60

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

Documents

GCSE ENGLISH AND ENGLISH LITERATURE - Schudio · 2014-02-24 · 5 Examination English You will sit two separate examination papers for English. Each paper is worth 30% of the overall