Meet the Examiner English Language Paper 1

Meet the examiner: Alison Goodall English teacher for 24 years Examiner for 21 years Team Leader, Assistant Principal and Principal Examiner on English Language Paper 2 Currently Assistant Principal

Teaching: Sept 2015 GCSE exams: June 2017 onwards English language 8700 Teaching: Sept 2015 GCSE exams: June 2017 onwards

Context: brief overview of GCSE English Language 8700 GCSE English Language now consists of two untiered papers: Paper 1: Explorations in Creative Reading and Writing Paper 2: Writers’ Viewpoints and Perspectives

Grades and Marks The grading system has moved from A* - G to a numbered system Grade 9 – 1, 9 being the highest and equivalent to A** Grade 4 is a C- Grade 5 is a C+

English Language Papers 1 and 2 The mark scheme for English Language Section A has 4 levels: Level 1: Simple Level 2: Attempts Level 3: Clear Level 4: Perceptive

English Language Papers 1 and 2 The mark scheme for English Language Section B also has 4 levels: Level 1: Simple / Limited Level 2: Some success Level 3: Clear / Consistent Level 4: Compelling / Convincing

English Language Papers 1 and 2 So, when I am talking about levels, I am referring to the mark scheme NOT the overall grade. The grade boundaries can be different in each series so we cannot match up the mark scheme to specific grades. This year, however, lower level 3 on all questions was awarded a good Grade 5.

Paper 1: Explorations in Creative Reading and Writing 1 hour 45 minutes 80 marks 50% of GCSE Paper 1: Explorations in Creative Reading and Writing Section A: Reading - One literature fiction text Reading (40 marks) (25%) 1 short form question (1 x 4 marks) 2 longer form questions (2 x 8 marks) 1 extended question (1 x 20 marks) Writing (40 marks) (25%) 1 extended writing question (24 marks for content, 16 marks for technical accuracy) Section B: Writing - Descriptive or narrative writing

Paper 1: Explorations in Creative Reading Focus on Reading Paper 1: Explorations in Creative Reading The source for the reading question will be a literature fiction text. It will be drawn from either the 20th or 21st century. Its genre will be prose fiction. It will include extracts from novels and short stories, and will focus on openings, endings, narrative perspectives, character, atmosphere and other appropriate narrative and descriptive approaches. Section A: Reading - One literature fiction text

Paper 1: Explorations in Creative Reading Focus on Writing Paper 1: Explorations in Creative Reading As a stimulus for students’ own writing, there will be a choice of scenario, written prompt or visual image that is related to the topic of the reading text in section A. The scenario sets out a context for the writing with a designated audience, purpose and form. Section B: Writing - Descriptive or narrative writing

Focus on - Paper 1 Q1: retrieval/interpretation of ideas/information in the first few lines of the source (4 marks) ◦ Q2: analysis of language on a given focus in the next paragraph (8 marks) ◦ Q3: analysis of structure of the source as a whole (8 marks) ◦ Q4: evaluation of a given focus in second half of source (20 marks)

Focus on – Paper 1 Q5: a narrative and/or description (40 marks) 24 marks for Content 16 marks for Technical Accuracy

Practice paper: Alex Cold We are now going to look at a practice paper so you can see how these questions work in an actual examination. On your table, you should find a question paper and an insert.

Practice paper: Alex Cold At the start of the examination, students will need to read the source material. Please take 5 minutes to read through the insert.

List 4 things you learn about ... In Question 1, students will be asked to list 4 things they learn about a specific focus in the first paragraph of the extract. This is a retrieval exercise. The answers must be taken from a set number of lines which will appear in the question.

Highlight the answers as you read the extract for the first time. Q1: Read again the first part of the source from lines 1 to 5. List four things about the bird in Alex’s nightmare from this part of the source. TOP TIP! Highlight the answers as you read the extract for the first time.

Top Tips! Always write in sentences Always use the subject of the question as the first word of each sentence (or use ‘It’) List the information straight from the page – there is no need to infer Make sure the information is about the right focus Make sure the correct line references are used.

Attempt Question 1 You now have 5 minutes to attempt Question 1

Answers! It was black It was enormous It crashed against the window Students may include: It was black It was enormous It crashed against the window It shattered the glass It flew into the house It carried off Alex’s mother It had yellow claws It disappeared into the dark sky

Answers Or any other valid responses that you are able to verify by checking the source.

Question 2: Language Look in detail at this extract, lines 6 to 11 of the source.  How does the writer use language here to describe the effects of the storm? You could include the writer’s choice of: words and phrases language features and techniques sentence forms.

What a student has to do:   Choose examples of language. Write about the effects of their selected examples of language. Use subject terminology to enhance their response.

How to approach the question Highlight the key focus of the question. Highlight any language features you can identify and label them. Think about the effects of the language features and the meaning of any key words within those quotations.

Question 3 I’m going to give you five minutes to see what you can find.

Level 1: Simple The writer says there is ‘wind lashing the trees’ and ‘lashing’ tells us the effects of the storm are bad. It is also really noisy because it mentions the Pacific Ocean is ‘roaring’. Simple textual detail and comments.

Level 2: Attempts The writer says the wind is ‘lashing’ the trees, which makes it seem like it is hitting against them and shaking them about. The waves are described as ‘furious’, and this adjective suggests that they are really angry.

Level 2: Attempts Some appropriate textual detail: ‘lashing’; ‘furious’ Attempt to comment on the effect of language: which makes it seem like it is hitting against them and shaking them about’; ‘this suggests that they are really angry’ Some use of subject terminology: This adjective suggests they are really angry

Level 3: Clear The writer uses violent verbs to describe the powerful effects of the storm. He says the wind is ‘lashing’ the trees, which suggests it is whipping them, as if trying to destroy the land. The phrase ‘furious waves’ reinforces this idea, with the adjective ‘furious’ implying the Pacific Ocean is wild, angry and aggressive as it crashes against the rocks.

Level 3: Clear Range of relevant textual detail: ‘lashing’, ‘furious’ Clear explanation of the effects of language: ‘which suggests it is whipping them, as if trying to destroy the land’; ‘implying the Pacific Ocean is wild, angry and aggressive as it crashes against the rocks’ Clear and accurate use of subject terminology: ‘The writer uses violent verbs to describe the powerful effects of the storm’; ‘phrase’; ‘adjective’

Level 4: Perceptive The writer uses violent imagery to convey the brutal effects of the storm. The wind is ‘lashing’ the trees, a verb implying it is so forceful it is ruthlessly thrashing them, as if nature is inflicting a cruel punishment on the landscape. In addition, the personification of ‘furious waves’ suggests how the Pacific Ocean is pounding at the rocks, uncontrollably beating against them with anger, aggression and intent.

Level 4: Perceptive The writer uses violent imagery to convey the brutal effects of the storm. The wind is ‘lashing’ the trees, a verb implying it is so forceful it is ruthlessly thrashing them, as if nature is inflicting a cruel punishment on the landscape. In addition, the personification of ‘furious waves’ suggests how the Pacific Ocean is pounding at the rocks, uncontrollably beating against them with anger, aggression and intent.

So ... The quotations can be the same The comments on the effect of the language are the driving force in determining a mark Sophisticated sounding techniques will not get any more marks unless the comments are sophisticated and perceptive

Question 3: Structure You now need to think about the whole of the source. This text is from the beginning of a novel. How is the text structured to interest you as a reader? You could write about: what the writer focuses your attention on at the beginning how and why the writer changes this focus as the source develops any other structural features that interest you.

What a student has to do: Choose examples of structure Write about the effects of their selected structural examples Use subject terminology to enhance the response

What to look for... Zooming in from something big to something much smaller (or vice versa) Shifting between different times or places A sudden or gradual introduction of new characters at significant points Moving from inside to the wider outside world (or vice versa) Combining external actions with internal thoughts  Switching between different points of view Developing and reiterating: focusing on a point of view by expanding and repeating it Circular structure – returning at the end to what happened at the beginning Positioning of key sentences and their impact on the whole

How to approach the question 1. Scan through the text looking for specific features of structure 2. What does the writer focus on in the beginning / middle / end? 3. Is there any foreshadowing/ change of mood or atmosphere? 4. How are the beginning and ending linked?

Question 3 I’m going to give you five minutes to see what you can find.

Level 1: Simple The first half of the text is about a boy called Alexander Cold so we know he’s the main character in the story. It begins with him in bed and he has just had a nightmare about his mother. Then it tells us all the details about how she was ‘carried off’ by a bird.

Level 1: Simple Simple example: ‘The first half of the text is about a boy called Alexander’ Simple comment on the effect of structure: ‘... so we know he’s the main character in the story‘ Simple use of subject terminology: ‘it begins...’; ‘then.....’

Level 2: Attempts The first half of the text focuses on a boy called Alexander Cold, so we know he’s the main character in the story. At the beginning, he is waking ‘at dawn, startled by a nightmare’, so straight away we know the place, because he’s in bed, and also the time things are happening. Then the focus narrows to details about his dream, where his mother was ‘carried off’ by a big black bird, and then switches again to Alex’s reaction.

Level 3: Clear Inferences The text is divided into two parts: in the first half, the writer focuses our attention on a single character, Alexander Cold, before later showing how he interacts with the rest of his family. .. The sentence ‘There had been a lot of days like that since his mother got sick’ is important because it is the first mention of his mother being ill. It reminds us of the nightmare at the beginning, and at this point we understand the meaning of it and that Alex is scared she might die.

Level 4: Perceptive differences The text is divided into two parts that are linked by one character and an increasing sense of foreboding. The use of the word ‘startled’ in the first sentence creates an urgent, abrupt opening with a sense of immediacy, and this, together with a focus on the nightmare which follows, generates an atmosphere of unease in the reader that is carried over into the second half of the text when Alex interacts with the rest of the family at breakfast.

Level 4: Perceptive differences The key sentence ‘There had been a lot of days like that since his mother got sick’ is structurally important because it is the first mention of his mother being ill. It takes us back to the nightmare at the beginning and we now understand the significance of his mother being carried off: the black bird is a symbol of death.

Question 4: Evaluation A student said ‘This part of the story, set during breakfast time, shows that Alex is struggling to cope with his mother’s illness.’  To what extent do you agree?  In your response, you could: ◦ consider your own impressions of Alex ◦ evaluate how the writer shows that Alex is struggling to cope ◦ support your response with references to the text

What a student has to do: evaluate the ideas in the text evaluate the effects of the writer’s methods used to convey these ideas support with textual references focus on the given statement

How to approach the question Decide on your viewpoint and think of 3 – 4 reasons to support your opinion Look for quotations to support your ideas Highlight and label the quotations with language features or identify how the structure of the text can support your ideas

Top Tips Be analytical not opinionated Focus on the bullet points Do not argue against the statement because you think it will make you look smarter You must include ideas AND writer’s methods Keep referring back to the statement

Question 4 I’m going to give you five minutes to discuss the statement and your reasons for agreeing or partly agreeing.

Level 1: Simple I agree. Alex isn’t coping very well with his mother being sick and it says he is ‘angry with his father, his sisters, life in general’, so he’s angry with everyone.

Level 2: attempts I agree that Alex is struggling to cope. It says he is ‘angry with his father, his sisters, life in general – even with his mother for getting sick’, so everything is really getting on top of him. I also think Alex is struggling because he remembers what his mother was like before she was ill compared to what she’s like now. The metaphor ‘little more than a silent ghost’ tells us she’s fading away.

Level 3: Clear I agree that Alex is struggling to cope with his mother’s illness because he is angry with everyone: ‘his father, his sisters, life in general – even with his mother for getting sick’. This suggests he is desperately looking for someone to blame and isn’t dealing with the situation very well at all. The writer shows this through dialogue, when Alex snaps at his sisters, rather than trying to reassure them like an older brother should.

Level 3: Clear The writer also shows Alex isn’t coping by comparing what his mother used to be like before she became ill to what she’s like now. The metaphor ‘little more than a silent ghost’ suggests she has become almost an invisible presence in the life of the family

Level 4: Perceptive I agree that Alex is very angry with everyone, ‘his father, his sisters, life in general – even with his mother for getting sick’, which is a definite symptom of not coping with his mother’s illness. His behaviour is irrational, especially blaming his mother for becoming ill, but he is a young boy, caught up in circumstances over which he has no control, and he is full of frustration and desperate to find someone to blame.

Level 4: Perceptive This is reinforced by the writer’s use of dialogue, where Alex unfairly lashes out at his sisters, although they are younger and have even less understanding of the situation than he does.

Level 4: Perceptive The writer also shows Alex isn’t coping through a comparison of past and present versions of his mother: she was an artist whose paintings were once ‘explosions of colour’ but now ‘her oil paints dried in their tubes’. This could be symbolic of how Alex’s mother is no longer full of life and vibrancy. The metaphor ‘little more than a silent ghost’ supports this, because it suggests that what was once the central, driving force of the family has become a shadow, an almost invisible spirit, haunting Alex with the memory of her former self.

Section B Candidates are given a choice of 2 tasks They may be asked to write a narrative or a description One of the tasks will have a picture as a visual stimulus

Section B

Section B: AO5 Content Audience/register Purpose Quality of vocabulary/phrasing Effective use of linguistic devices Effective use of structural features Engagement through subject matter and detail Linking and development of ideas Paragraphs/discourse markers

Section B: AO6 Technical Accuracy Sentence demarcation Punctuation   Sentence forms Standard English and grammar Spelling Use of vocabulary

Level 3 benchmark Sentence demarcation is mostly secure and mostly accurate Range of punctuation is used, mostly with success Uses a variety of sentence forms for effect Mostly uses Standard English appropriately with mostly controlled grammatical structures Generally accurate spelling, including complex and irregular words Increasingly sophisticated use of vocabulary

What you can do to help your child Read together – openings to novels Make up your own examination papers from books you have read Pick out paragraphs of description in a book you are reading and explore the use of language Look at the practice papers on the AQA website

Happy Talking! The data from the latest National Literacy Trust survey of 34,910 children and young people shows that children and young people who sit down to eat dinner and talk with their family are more confident communicators than those who do not. Exposing children to as many words as possible helps them improve their vocabulary Idea! Have a dictionary in the kitchen and learn a new word every day?

Use ‘A Word a Day’ App! Games Fridge magnets!

Revision Guides

Useful websites aqa.org GCSE Bitesize BBC Skillswise