Help your child revise for their GCSE in English Literature Pearson Edexcel English Literature GCSE (9-1) May/June 2017

Qualification aims and objectives of the course… The aims and objectives of the Pearson Edexcel GCSE (9–1) in English Literature are to enable students to: read a wide range of classic literature fluently and with good understanding, and make connections across their reading read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas develop the habit of reading widely and often appreciate the depth and power of the English literary heritage write accurately, effectively and analytically about their reading, using Standard English acquire and use a wide vocabulary, including grammatical terminology, and other literary and linguistic terms they need to criticise and analyse what they read.

Learning outcomes: Literal and inferential comprehension: understand a word, phrase, sentence or whole text in context; explore aspects of plot, characterisation, events and settings; distinguish between what is stated explicitly and what is implied; explain motivation, sequence of events, and the relationship between actions or events Critical reading: identify the theme and distinguish between themes; support a point of view by referring to evidence in the text; recognise the possibility of and evaluate different responses to a text, use understanding of writer’s social, historical and cultural contexts to inform evaluation; make an informed personal response that derives from analysis and evaluation of the text Evaluation of a writer’s choice of vocabulary, grammatical and structural features: analyse and evaluate how language (including figurative language), structure, form and presentation contribute to quality and impact; use linguistic and literary terminology for such evaluation (such as, but not restricted to, phrase, metaphor, meter, irony and persona, synecdoche, pathetic fallacy) Comparing texts: compare and contrast texts studied, refer where relevant to theme, characterisation, context (where known), style and literary quality; compare two texts critically with respect to the above Writing – producing clear and coherent text: write effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discuss and maintain a point of view; select and emphasise key points; use relevant quotation and detailed textual references Writing – accurate Standard English: use accurate spelling, punctuation and grammar.

Reading in all forms Audio literacy Visual literacy Purchased copy School printed copy that all pupils were provided with Audio version - unabridged DVD/Film adaptation Audio literacy Visual literacy

CGP guides available via Wisepay £2.75 Revision guides

Memrise

Websites

Other strategies that involve your support… Start discussions about various characters and themes to broaden your child’s understanding of their texts. Familiarity and flexibility are key to building confidence with these texts When re-reading the text ask your child to analyse the vocabulary the writer uses, focusing on figurative or linguistic techniques. Help your child research the social, historical and cultural contexts of the time period in which their texts are written (particularly the Conflict Poetry/ Romeo and Juliet/Blood Brothers) And then help your child create…

Essay plan for education question Teacher: ‘Just how the hell do you hope to get a job when you never listen to anythin’?’ What is the significance of education in the play? ‘What…?’ questions require you to give specific responses ‘…significance…?’ requires you to explain why Extract 1: Act1 page 22-23 - How do they speak to one another? Extract 2: Act 2 page 50-52 - What does this section suggest about the divide in education? What are the two types? Quotes Key points Respond to the question in each box AO1 – respond to the question and use evidence to support your discussion/analysis (40%) Extract 3: Act 2 page 66-67 - How does this link to class? Context connected to the theme of education Extract 4: Act 2 page 69-70 - What kind of language do they use/ use towards each other? Essay plan for education question AO3 – make links to context (40%) Mickey – how is his education presented? (summarise) What is the playwright’s message about education? (significance) Eddie – how is his education presented? (summarise) Point Evidence Interpretations Link to context Playwright intention

Romeo and Juliet timeline

We also offer… In class access to revision guides Catch-up sessions for selected pupils with particular foci Study hall support English specialists Access to revision guides Sample paper packs to work from/through These will be issued next half term and used in lesson and at home