Websites Revision Guides https://www.youtube.com/user/mrbruff http://www.aqa.org.uk/subjects/english/gcse http://www.bbc.co.uk/education/subjects/zr9d7ty Revision Guides

GCSE English Two GCSEs Language and Literature 100% Exam Four exam papers (see the guides)

Language (Specification 8700)

Literature (Specification 8702)

Literature

English Support Practice, practice, practice! Students should complete as many exam style papers as possible. They need to get used to how the questions are asked and feel more confident going into the real exam. Just try single questions. Use the CGP revision guide effectively! Don’t just read the revision guide (we only take in 10% of what we read!), make your own notes and answer the questions at the bottom of each page. Annotate, highlight and use it to help you when you are completing exam papers or homework tasks. Create topic mind-maps and posters, especially for closed book exams. Ensure there is a quiet study area Encourage daily reading – can help with SPAG and imagination Positive praise for having a go – take an interest in what is produces, read through and offer advice where possible. Ask them to explain lietrature/ texts and poems to you orally – ask questions. Let them teach you – the best way to learn.

Reading and understanding Critically Evaluating GCSE Grade Reading and understanding Critically Evaluating Analysing Language, Structure and Form Context Creative Writing Technical Accuracy Lang AO1, Lit AO1 Lang AO4, Lit AO1 Lang AO2, Lang AO3, Lit AO2 Lang AO3, Lit AO3 Lang AO5 Lang AO6, Lit AO4 9 Exceptional Performance: All level 9 criteria are met with a sustained sophistication that goes above and beyond the age of the reader. Response is innovatory and independent. 8 Shows a convincing and consistent understanding of implicit and explicit meaning. Offers perceptive and detailed interpretation of texts. Synthesises evidence with sophisticated control. Selects a judicious and detailed range of quotations to validate views. Critically evaluates the text in a detailed and perceptive way. Offers examples from the text to explain views convincingly. Analyses effects of a range of writer’s choices with sophistication. Shows detailed and perceptive understanding of language/structure. Convincingly analyses the effects of the writer’s choices of language, structure and form. Carefully selects a judicious range of quotations to validate views. Uses sophisticated subject terminology accurately. Detailed and perceptive analysis of writers’ ideas and perspective. Shows a convincing and consistent understanding of texts and contexts. Offers perceptive and detailed interpretation of text and context. Synthesises evidence between texts with sophisticated control. Shows judicious and detailed evaluation of historical, social or cultural context. Shows a convincing and consistent understanding of differences between texts. . Content: Communication is convincing and compelling throughout. Tone style and register assuredly matched to purpose, form and audience. Manipulative, subtle and increasingly abstract. Extensive and ambitious vocabulary with sustained crafting of linguistic devices. Organisation: Highly structured and developed writing incorporating a range of integrated and complex ideas. Fluently linked paragraphs with seamlessly integrated. Sentence demarcation is consistently secure and accurate. A full range of punctuation is used with a high level of accuracy. Has clear control over sentence forms for effect. Uses Standard English consistently and appropriately with secure control of complex grammatical structures. Complete accuracy in spelling including ambitious vocabulary. Extensive and ambitious use of vocabulary 7 Offers detailed understanding of meaning. Detailed interpretation of explicit and implicit information. Selects a range of relevant quotations to validate views. Critically evaluates the text in a detailed way. Offers examples from the text to explain views confidently. Analyses effects of a range of writer’s choices Selects a range of relevant quotations to validate views. Shows detailed understanding of language, structure and form. Confidently analyses the effects of the writer’s choices of language. Selects a judicious range of quotations. Uses a range of subject terminology accurately and confidently. Perceptive analysis of writers’ ideas and perspectives. Shows a detailed understanding of texts and contexts. Offers observant interpretation of both texts and contexts. Synthesises evidence between texts and contexts. Shows judicious and detailed analysis of historical, social or cultural context. Shows a detailed understanding of differences between texts. Content: Communication is convincing. Tone, style and register consistently match purpose, form and audience. Extensive vocabulary with evidence of conscious crafting of linguistic devices. Organisation: Structured and developed writing with a range of engaging complex ideas. Consistently coherent use of paragraphs with integrated discourse markers. Varied and effective structural features Sentence demarcation is consistently secure and accurate. Wide range of punctuation is used with a high level of accuracy. Uses a full range of appropriate sentence forms for effect. Uses Standard English consistently with control of most complex grammatical structures. High level of accuracy in spelling including ambitious vocabulary. Ambitious use of vocabulary. 6 Shows a confident understanding of meaning. Clear interpretation of explicit and implicit information. Selects relevant quotations to support views. Confidently evaluates the text. Offers a range of examples from the text to explain views clearly. Clearly explains the effect of writer’s choices in an assured way. Selects relevant quotations to support views. Shows confident and assured understanding of language/structure. Clearly and fluently explains the effects of the writer’s choices of language/structure. Selects a wide range of relevant quotations. Uses subject terminology accurately with some confidence. Shows a confident understanding of writers’ ideas and perspectives.   Shows a clear understanding of texts and contexts. Demonstrates clear connections between texts and contexts. Shows judicious analysis of historical, social or cultural context. Shows a clear understanding of differences between texts. Content: Communication is consistently clear and effective. Tone, style and register matched to purpose, form and audience. Increasingly sophisticated vocabulary and phrasing chosen for effect with a range of appropriate linguistic devices Organisation: Writing is engaging with a range of detailed connected ideas. Coherent paragraphs with integrated discourse markers. Effective use of structural features Sentence demarcation is mostly secure and accurate. Range of punctuation is used, mostly with success. Uses a variety of sentence forms for effect with sound control. Mostly uses Standard English appropriately with mostly controlled grammatical structures. Generally accurate spelling including complex and irregular words. Sophisticated use of vocabulary. 5 Shows a clear understanding of implicit and explicit meaning. Begins to interpret texts. Discusses deeper meaning. Selects relevant quotations and references from texts to support response. Shows a clear understanding of differences between texts. Clearly evaluates the text. Offers examples from the text to explain views clearly. Clearly explains the effect of writer’s choices. Selects some relevant quotations to support views. Shows a clear understanding of language/structure. Clearly explains the effects of the writer’s choices of language, structure and form. Selects a range of relevant quotations. Uses subject terminology accurately. Explains writers’ ideas and perspectives in a clear way. Begins to interpret text and context. Discusses deeper connections between text and context. Shows clear and relevant analysis of historical, social or cultural context. Shows a clear understanding of differences between texts Content: Communication is clear. Tone, style and register generally matched to purpose, form and audience. Vocabulary clearly chosen for effect and successful use of linguistic devices. Organisation: Writing is engaging with a range of connected ideas. Usually coherent paragraphs with range of discourse markers. Usually effective use of structural features. Sentence demarcation is mostly secure and generally accurate. Some range of punctuation is used, mostly with success. Uses a variety of sentence forms for effect. Mostly uses Standard English appropriately with some controlled grammatical structures. Generally accurate spelling including some complex and irregular words. Increasingly sophisticated use of vocabulary. 4 Shows some understanding of text. Attempts to suggest meanings (inference) from one/both texts. Selects quotations which occasionally support views.   Attempts evaluative comment on the text. Offers an example from the text to explain view(s). Clearly attempts to comment on writer’s methods. Selects quotations, which occasionally support views. Shows some understanding of language/structure analysis. Attempts to comment on the effect of language, structure and form. Selects some relevant quotations. Uses some subject terminology but not always properly. Attempts to explain writers’ ideas and perspectives. Identifies some range of understanding of texts and contexts. Attempts to link evidence between text and context. Makes some attempt to analyse the historical, social or cultural context Identifies some range of differences between texts. Content: Communication is mostly successful. Sustained attempt to match purpose, form and audience. Some control of appropriate words. Conscious use of vocabulary with some use of linguistic devices. Organisation: Increasing variety of linked and relevant ideas. Some use of paragraphs and some use of discourse markers. Some use of structural features. Sentence demarcation is secure. Some clear control of a range of punctuation. Clear attempt to use a variety of sentence forms. Some use of Standard English with control of agreement. Accurate spelling of more complex words. Varied use of vocabulary. 3 Identifies simple understanding of texts. Attempt to suggest some meanings (inference) from text. Selects some quotations which occasionally support views. Attempts some evaluative comment on the text. Offers some example from the text to explain view(s). Attempts to comment on writer’s methods. Selects some quotations, which occasionally support views. Shows simple understanding of language/structure. Some attempts to comment on the effect of language/structure. Selects some obvious quotations. Uses some subject key words but not always properly. Simple comments on writers’ ideas and/or views. Identifies simple understanding of texts and contexts. Attempts to link text and context with some mistakes. A simple comment on the historical, social or cultural context. Shows limited understanding of difference(s). Content: Communicates with some success. Attempts to match purpose, form and audience. Attempts to control appropriate use of words. Begins to vary vocabulary with some use of linguistic devices. Organisation: Some linked and relevant ideas. Attempts to write in paragraphs with some discourse markers but not always appropriate. Attempts to use structural features. Sentence demarcation is usually secure. Some control of a range of punctuation. Attempts a variety of sentence forms. Some use of Standard English with some control of agreement. Some accurate spelling of more complex words. Some varied use of vocabulary. 2 Shows some limited understanding of meaning in texts appropriate to age. Puts text into own words rather than showing deeper understanding. Makes simple or no links between texts. Simple reference or textual details from one/more texts. Simple mention of evaluation in the text. Offers simple example from the text which may explain views. Simple mention of writer’s methods. Simple quotes or textual details. Shows limited awareness of language/structure analysis. Little comment on the effect of language, structure and form. Obvious quotes or information from the text. Little use of subject key words. Attempts to comment on some writers’ ideas and views. Shows limited understanding of text and context. Makes simple links between text and context. Some reference to the historical, social or cultural context of the text. Shows limited understanding of difference(s) between texts Content: Simple success in communication of ideas. Simple awareness of purpose, form and audience. Limited control of register. Simple vocabulary. Simple linguistic devices. Organisation: One or two relevant ideas simply linked. Random paragraph structure. Evidence of simple structural features. Occasional use of sentence demarcation. Some evidence of conscious punctuation. Simple range of sentence forms. Occasional use of Standard English with limited control of agreement. Accurate basic spelling. Simple use of vocabulary. 1 Shows limited understanding of meaning for age appropriate text. Put text into your own words. Basic quotes or textual details. Limited evaluation of the text. Offers basic example from the text which may explain view. Limited mention of writer’s methods. Basic quotes or textual details. Shows basic awareness of language/structure. Simple comments on the effect of language/structure. Simple quotes or information from the text. Tries to use subject key words. Some basic awareness of writers’ ideas and/or views. Show basic awareness of text and context. Makes very simple links between text and context. Basic reference to the historical, social or cultural context of the text. Show basic awareness of difference(s) between texts Content: Communicates some meaning. Some grasp of purpose, form and/or audience. Simple vocabulary. Organisation: One or two unlinked ideas. No paragraphs. Limited or no evidence of structural features. Limited use of sentence demarcation. Basic evidence of conscious punctuation. Simple range of sentence form. Limited use of Standard English with limited control of agreement. Mostly accurate basic spelling. Some simple use of vocabulary. U Some basic understanding of simple text. Sometimes able to put text into own words. Occasionally uses a quote when prompted. Some basic evaluation of the text. Sometimes (not always) offers a basic example from the text. Shows some very basic awareness of language/structure. Simple comments on the effect of language/structure with support. Simple quotes or information from the text when prompted. Tries to use subject key words but not always accurately. Some basic awareness of writers’ ideas and/or views with support. Shows some basic awareness of text and context but may need support. Makes very simple or no links between text and context. Basic reference to the historical, social or cultural context of the text with support. Some basic awareness of difference(s) between texts Organisation: One or two unlinked ideas. No paragraphs. Limited or no evidence of structural features. May need support to achieve in these areas. Limited use of sentence demarcation. Basic evidence of conscious punctuation in places. Simple range of sentence form. Limited use of Standard English with little control of agreement. Basic spelling. Some simple use of vocabulary. May receive support in this area.

Success Criteria - 9 Step Language Analysis Opening sentence links to question Make a valid point Identify a linguistic device Use a well-selected quote Explain the quote (explicit/implicit meaning) Explain the effect on the reader/audience Explain the writer’s purpose Analyse specific words/connotation Explore the historical and social context (only for lit)