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Outstanding results 92% Grade 4 and above in English Language
93% Grade 4 and above in English Literature 40% Grade 7 and above English Literature As progress is now not being tracked through controlled assessments, each student will undergo a stringent assessment process every half-term. They will sit mock exam questions that will reflect the exam process. All mock exams will be kept in an assessment portfolio to show their progress to help us as a department develop their skills. Students will have access to this portfolio and can use it to help them revise for the real exams in summer 2018.
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Non-examination assessment
What are we studying in English? English Language English Literature Paper 1 – 50% 1 hour 45 minutes Explorations in Creative Reading and Writing. Paper 1 – 40% 1 hour 45 minutes Shakespeare and the 19th Century Novel Paper 2 – 50% 1 hour 45 minutes Writers’ Viewpoints and Perspectives. Paper 2 – 60% 2 hours 15 minutes Modern Texts and Poetry This is our third year of teaching towards the new qualifications in English Language and English Literature, I’m sure many of you will have experienced the requirements of the previous GCSEs with older siblings so we just want to run through how the qualifications have changed. So here’s the key information. Firstly, all students will be studying for 2 GCSEs in English - English language and English Literature and equal importance should be given to the preparation for both. As you can see, both GCSEs are now assessed only via examination. There is no coursework or controlled assessment. The examinations are lengthy and therefore we have to prepare students for long periods of concentration. Non-examination assessment Spoken Language
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How do the qualifications work?
Exam Board- AQA Paper 1 Paper 2 English Language 1 hr 45 mins- 50% (80 marks) Reading: analyse a piece of unseen literary fiction. Writing: descriptive or narrative writing. 1 hr 45 mins- 50% (80 marks) Reading: one piece of non-fiction and one piece of literary non-fiction. One piece will be pre 20th century. Writing: writing to present a viewpoint. English Literature 1 hr 45 mins – 40% (64 marks) Shakespeare and 19th Century Novel Romeo and Juliet and A Christmas Carol/ J&H. 2 hr 15 mins – 60% (96 marks) Modern texts and Poetry Lord of the Flies/ An Inspector Calls Cluster of poems on love and relationships Unseen poetry
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What do I need to know? Content:
Both GCSEs will expect students to read and analyse texts from across periods. This ranges from pre-twentieth century to the twenty first century. Assessment: Every half term students will complete a midpoint and final assessment which will provide students with purposeful feedback. They will always be from the exam board. They will build a portfolio of assessments to showcase their progress in order to accurately forecast target grades and final outcomes. This portfolio will form a useful revision resource. The government wanted an English qualification to be more rigorous and one of the ways they have done this is by including more challenging texts. For example, in literature students have to study a nineteenth century text such as A Christmas Carol or Dr Jekyll and Mr Hyde and in language they have to read and analyse a range of texts from different periods – 19th , 20th and 21st centuries. As progress is now not being tracked through controlled assessments, each student will undergo a stringent assessment process every half-term. They will sit mock exam questions that will reflect the exam process. All mock exams will be kept in an assessment portfolio to show their progress to help us as a department develop their skills. Students will have access to this portfolio and can use it to help them revise for the real exams in summer 2018.
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How can I help? Revision Guides: York Notes;
AQA approved revision guides. Mr Bruff on YouTube! Pixl Lit App Parent half-termly newsletter ed to all Year 10 parents; Practice exam questions, foci for revision and updates on upcoming units. Sample Exam Papers: Available from the AQA website or from class teachers. Timing: Practise writing for sustained periods of time. I’m sure many of you will want to support your daughter throughout this challenging period. There are lots of things that you can do to help your daughter prepare for the examination period and build on the skills they learn in lessons.
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English Language Paper 1- Structure
Student are asked to read the entire source and consider: How has the writer structured the text to interest you as a reader? Explain that this is a new skill that the government have introduced in to GCSE English. It’s important to give students as much exposure to this as possible. Important in literature too!
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What do we need to look for then?
Look for 4 key moments in the text The beginning The next stage Identify a shift in focus/mood/pace etc What next? The ending Ask parents to divide their paper/white board into four sections. Use the support cards to help you.
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Watch this sequence from Harry Potter and the Goblet of Fire
What details does the director draw our attention to in the film? How does the structure of the sequence make it interesting? Get parents to use the whiteboards
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Set the scene: darkness; old man alone, vulnerable – trigger: the light
Caretaker investigates: walks to the house, hears whispers… The snake: confirmation of impending danger; caretaker doesn’t heed the signs… Caretaker gets killed
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Structure of the scene – graphic form
Which section takes up the most time? Why do you think this is? Why is the death scene so quick? Why cut back to the kettle? Additional task if interested
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Any questions? Explain that this is a new skill that the government have introduced into GCSE English. It’s important to give students as much exposure to this as possible.
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The four key moments… 1. The opening 3. The next stage …
What’s happening? What’s the focus? What’s the writer trying to do/show? Does the opening foreshadow anything? What’s the effect on the reader? 3. The next stage … What’s happening? What’s the focus? What’s the writer trying to do/show? Effect on the reader? Has there been a shift in focus/pace etc? Why has the writer done this? What is the effect of this shift on the reader? 2. The next stage … What’s happening now? What’s the focus now? What’s the writer trying to do/show? Effect on the reader? Has there been a shift in focus/pace etc? Why has the writer done this? What is the effect of this shift on the reader? 4. Conclusion What’s happening? What is the writer focussing on? Has anything changed? Does the end link back to other parts of the text? Print copies for each parent.
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The writer … Some key words to use when discussing structure
Opens with /At the beginning… foreshadows… establishes… ‘s viewpoint… ‘s perspective… Focus on/focus shifts to /focus narrows to… An the second half of the extract… At this point… These two paragraphs juxtapose/contrast/contradict each other… Zooms in on… Cuts to… Shifts… Concludes with… The ending reminds us of/sums up the idea that… The writer … Print a copy for parents These phrases should be used to develop students’ confidence when discussing structure
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