Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Network events – GCSE English – Autumn 2015

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Session Agenda An overview of the specs Spoken Language endorsement 19 th Century unseen texts What is evaluation? Planning Questions and ideas for next network event

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level SPECIFICATIONS OVERVIEW

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Language Paper 1 – 1 hr 45 mins (40%)Paper 2 – 2 hrs (60%) Section A: Unseen 19 th Century fiction Extract will be approximately 650 words in length Shorter response questions will focus on close analysis of the text; longer response questions will ask students to show their understanding of the whole text Section B: Creative Writing Choice of 2 tasks linked to the theme of the 19 th century fiction One task will include images to help students address the task Audience and purpose along with SPaG will be assessed Section A: Comparison of two unseen texts from the 20 th and 21 st century One non-fiction; one literary non-fiction Extracts will be approximately 1000 words in total Shorter response questions will focus on close reading of the texts; longer response questions will ask students to compare the texts Section B: Transactional writing Choice of 2 tasks linked to the theme of the texts Newspaper articles, letters etc Audience and purpose along with SPaG will be assessed

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Language Assessment objectives for Reading AOAssessment objective% in GCSE AO1Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different texts 7.5 AO2Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views 15 AO3Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts 8.75 AO4Evaluate texts critically and support this with appropriate textual references 18.75

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Literature Paper 1 – 1 hr 45 mins (50%)Paper 2 – 2 hrs 15 mins (50%) Section A: Shakespeare Two questions One based on a 30-line extract and one on the whole play Section B: Post-1914 British Drama or Prose Students study EITHER drama or prose Choice of essay questions SPaG is assessed Section A: 19 th Century fiction Two questions One based on a 400-word extract and one on the whole novel Section B: Poetry One question comparing one named poem from the chosen anthology collection with another of the student’s choice from the collection One question comparing two unseen contemporary poems

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Literature AOAssessment objective% in GCSE AO1Read, understand and respond to texts Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations 37 AO2Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate 42 AO3Show understanding of the relationships between texts and the contexts in which they were written 16 AO4Use of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation 5

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Literature Paper 1 – Set TextsPaper 2 – Set Texts Section A: Shakespeare Macbeth The Tempest Romeo and Juliet Much Ado about Nothing The Merchant of Venice Twelfth Night Section B: Post-1914 British Drama or Prose Animal Farm Lord of the Flies Anita and Me The Woman in Black An Inspector Calls Hobson’s Choice Blood Brothers Journey’s End Section A: 19 th Century fiction Jane Eyre Great Expectations Dr Jekyll and Mr Hyde A Christmas Carol Pride and Prejudice Silas Marner Frankenstein Section B: Anthology poems – 15 poems in each collection Relationships Conflict Time and Place

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Spoken Language Endorsement

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Spoken Language endorsement Spoken language assessments will be assessed by teachers (with provision for students to be directly assessed by the exam boards where desirable or necessary) using a set of criteria that will be common across all exam boards. There will be three levels of achievement, “Pass”, “Merit” and “Distinction”, and one outcome indicating the required standard was not met. This will be called “Not Classified”. A student must meet all of the criteria in relation to a level to be awarded that level. Spoken language assessments may be externally assessed by exam boards and/or internally assessed by teachers, using criteria set by Ofqual. Exam boards will monitor the assessment of spoken language where this is undertaken by teachers by requiring schools to submit audio-visual recordings of a sample of their students.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level General Criteria To be awarded a Pass, Merit or Distinction a Learner must – be audible, and use Spoken Standard English which, for the purposes of the spoken language assessment, means that a Learner must – be intelligible, and generally use language appropriate to the formal setting of the presentation. Marking Criteria

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Marking Criteria PassMeritDistinction In addition to the general criteria, to be awarded a Pass a Learner's performance in his or her spoken language assessment must meet all of the following criteria – expresses straightforward ideas/information/ feelings, makes an attempt to organise and structure his or her presentation, makes an attempt to meet the needs of the audience, and listens to questions/feedback and provides an appropriate response in a straight forward manner. In addition to the general criteria, to be awarded a Merit a Learner's performance in his or her spoken language assessment must meet all of the following criteria – expresses challenging ideas/information/ feelings using a range of vocabulary, organises and structures his or her presentation clearly and appropriately to meet the needs of the audience, achieves the purpose of his or her presentation, and listens to questions/feedback responding formally and in some detail. In addition to the general criteria, to be awarded a Distinction a Learner's performance in his or her spoken language assessment must meet all of the following criteria – expresses sophisticated ideas/information/feelings using a sophisticated repertoire of vocabulary, organises and structures his or her presentation using an effective range of strategies to engage the audience, achieves the purpose of his or her presentation, and listens to questions/feedback, responds perceptively and if appropriate elaborates with further ideas and information.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Format: Could include: (a)A speech or talk by a Learner, followed by questions from the audience or (b)a formal dialogue, such as an interview where the Learner is able to prepare extended responses to questions or prompts which have been shared in advance, followed by questions from the audience. Audience: (a)an audience consisting of at least two people can be more likely to create the circumstances under which a Learner can demonstrate the knowledge, skills and understanding necessary to reach the higher specified levels of attainment in the spoken language assessment. (b)an audience should be composed of individuals able to provide the Learner with opportunities to respond to appropriate questions Format of presentation and Audience

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level OfQual require that: a)each Centre which delivers spoken language assessments provides the awarding organisation with a complete and unedited audiovisual recording of the evidence generated in that assessment by a sample of Learners, (b) it uses those recordings as part of the means by which it determines whether or not – (i) the spoken language assessment remains fit for purpose, and (ii) the criteria against which Learners' performance is differentiated are being applied accurately and consistently by Assessors in different Centres and by Assessors in the same Centre. Edexcel will only require centres to record a sample of students rather than the whole cohort. Recording and monitoring

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level 19 th Century Unseen Extracts

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Dynamic Reading: An Investigative Paradigm To improve their reading skills, students will be: collecting, classifying, noticing, speculating, predicting, adapting, substituting, experimenting, inventing, making. Curiosity Observation Reflection Experiment

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Developing Dynamic Readers Readers who: question and challenge by investigating the form and language of the text make connections with other texts, narratives, media, genres – intertextuality envisage and predict, through exploratory talk, by writing next chapters, extra scenes, fan-fiction, translating into performance or media text Speculate on different readings, meanings and authorial intentions play with ideas by changing the form, the narrative, the genre, identities of the characters keep options open as they read.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Let’s Think in English – 19 th Century Fiction An Occurrence at Owl Creek Bridge (1890): The activity uses Ambrose Bierce’s short story An Occurrence at Owl Creek Bridge and part of the film version of the story. The reading of the story is stopped twice: firstly, to enable students to consider the implications of the man’s watch slowing down and other evidence; and secondly, to ask students to deduce the ending of the story. This process explores the methods by which Bierce builds complex alternative possibilities in an apparently simple action story, while also foreshadowing the surprise ending.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level AO4 - Evaluation

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level What is evaluation? Questions on both papers will ask students to evaluate how well the writer achieves something (e.g. creating tension) In exemplar responses the greatest issue was students producing an AO2 answer: 1.focus on ‘how well’, not ‘how’ 2.use evaluative language – opinion, judgement 3.focus on ideas, events, themes and settings.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Levels for Evaluation

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Planning

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Planning Is enough time devoted, explicitly and systematically, to the teaching of writing? Are all your plans tied down to block units, or have you begun to introduce continuous units? How are you going to incorporate Spoken Language?

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Contact information English Subject Advisor, Clare Haviland: Tele: English forum look at and participate in: Twitter: