Susansenglish



Churchill Academy Guide to the WJEC 2015 – 2017 SpecificationsWJEC – Language Exam only courseWJEC – Literature Exam only courseEnglish WJEC Language and Literature GCSE at a glance guideYou will achieve 2 GCSEs in English. You have no coursework. Everything you learn over the two years will be assessed by exams at the end of the two years.Paper One LanguageReading Section AWriting Section B1 hour 45 minutes in total 40% of the language GCSE20%One fiction text to read (extract from a piece of 20th Century Literature) 5 questions to answerTime recommended:10 minutes reading 50 minutes answering questions40 marks 20%One fiction writing task -Creative writing Time recommended: 10 minutes planning 35 minutes writing40 marks Paper Two Language Reading Section AWriting Section B2 hours in total60% of the Language GCSE 30%Two non-fiction texts to read (approx. one A4 size) 6 questions to answer 2 questions linking to each article 2 comparative questions Time recommended: 10 minutes reading 50 minutes answering questions40 marks 30%Two non-fiction writing tasks (e.g, write a letter, report, interview etc for a specific purpose, audience and format) Time recommended: 30 minutes per writing task 5 minutes planning 25 minutes writingYou must answer both questions 40 marks Paper One LiteratureSection A ShakespeareSection B Poetry from 1789 to present day2 hours 40% of overall Literature GCSERomeo and Juliet Two QuestionsClosed book exam (no copies allowed in the exam)One extract question One essay question 40 marks Poetry AnthologyTwo Questions One question on a specific poem One question to compare the specified poem with a poem of your choice from the anthology 40 marks Paper Two LiteratureSection A: 1914 onwards prose (fiction) or drama 20%Section B: 19th Century Prose 20%Section C: Unseen Poetry 20%2 hours 30 minutes 60% of overall Literature GCSELord of the Flies or An Inspector Calls Closed book exam (no copies allowed in the exam)One questionExtract question and knowledge of the text 40 marksA Christmas CarolClosed book exam (no copies allowed in the exam)One questionExtract question and knowledge of the text 40 marksTwo previously unseen poems Two questions Question one: Essay on poem one Question two: Comparative essay on poem one and the second unseen poem40 marksWJEC English Language: Exam based only 2015 – 2017 You will sit 2 exams for the Language GCSEExam Paper One = 40% overall grade (Component 1) Time – 1 hour 45 minutes The exam board recommends that you should spend the following time on each section: Section A - about 10 minutes reading-about 50 minutes answering the questionsSection B - about 10 minutes planning-about 35 minutes writingThe paper is split into Section A (Reading skills 20%) and Section B (Writing Skills 20%) Section A: One extract of writing from 20th Century Literature with 5 different questions to answer within this section (40 marks)Section B: Creative Writing task. You will be given a selection of 4 questions to select from and will only have to complete one of these tasks writing a story between 450 – 600 words (40 marks) Paper One - Section A broken down: The exam will ask you to answer specific questions based on your understanding of the text: These questions will be based on specific parts of the text (you should read the paper very carefully to ensure you are answering about the relevant piece of text).A1: Selecting information from the text and compiling a bullet point list of the information (5 mark question) Examines AO1 (1a & 1b) A2: Comment on the way the writer has used language for effect (5 marks) examines AO2 (1a & 1c) A3 – Give understanding of implicit and explicit meaning in the text with quotations (10 marks) Examines AO2 (1a, 1c & 1d) A4 – Show understanding of how a writer builds tension and drama in a text must use quotations (10 marks) Examines AO2 (1a, 1b, 1c & 1d) A5 – A statement is given and you have to decide how far you agree with or disagree with the statement based on your understanding of the text you must support with evidence from the text (quotes) (10 marks) Examines A04 Section B: As before – Creative writing task. (40 marks) Examines (all writing objectives) Exam Total 40% for section A & BAO1%A02%AO3%A04%Paper One SECTION A READING2.5%Question A1 (1a, 1b) 12.5%QuestionsA2 (1a, 1c)A3 (1a, 1c, 1d) A4 (1a, 1b, 1c, 1d)0% - not assessed in this paper5%QuestionA5(Single element AO)What this means?1a = identify explicit information 1b = identify explicit ideas1a =Comment on language using correct terminology1b = Comment on, explain and analyse structure using terminology1c = Comment on, explain and analyse writer effects using terminology1d = Comment on, explain and analyse how writer’s influence the reader using terminologyEvaluate texts critically, supporting with evidence (quotes from the text)A05% A06%Paper OneSECTION B WRITING12%B1 (1a, 1b, 1c,) (2a, 2b, 2c)8%B1 (single element AO)What this means?1a = Write for different PAF 1b = communicate clearly, effectively and imaginatively 1c = Select and adapt tone, style and register2a = Organise information and ideas 2b = Use structural and grammatical features2c = Write to support coherence and cohesion of textsUse a range of sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (SPAG)Reading Grid mark Schemes A1 Mark Scheme: 1a = identify explicit informationThis question tests the ability to identify explicit and implicit information and ideas.Award one mark for each separate point identified by the candidate, to a maximum of five:No mark should be awarded for unabridged quotation of whole sentencesNo Specific grade boundaries just suggested answers for this question. Reading response A2 (AO2 1a and 1c)1a =Comment on language using correct terminology1c = Comment on, explain and analyse writer effects using terminology5 Marks accurate and perceptive commentsanalyse how language and tone are used to achieve effectsSubtleties of the writer’s technique are explored in relation to how the reader is influenced. Well-considered, accurate use of subject terminology supports comments effectively4 Marksmake accurate commentsbegin to analyse how language and tone are used to achieve effectsSubject terminology is used accurately to support comments effectively.3 Marks Explanations made about how language is used to achieve effects and influence the readerbegin to show some understanding of languageThese responses willbegin to use relevant subject terminology accurately to support their comments.2 Marksidentify and give straightforward commentssimply identify language for effect some subject terminology.1 Markidentify and begin to comment0 Marks Nothing worth of creditReading Response A3 (AO2 1a, c and d)1a =Comment on language using correct terminology1c = Comment on, explain and analyse writer effects using terminology1d = Comment on, explain and analyse how writer’s influence the reader using terminology9-10 Marksmake accurate and perceptive comments on a wide range of examples about the text and relating to the question provide detailed analysis of how language and tone are used to achieve effects and influence the readersubtleties of the writer’s technique are explored in relation to how the reader isinfluencedwell-considered, accurate use of subject terminology supports comments effectively.7-8 Marksmakes accurate comments about the text relating to the questionbegin to analyse how language and tone are used to achieve effectsand influence the readersubject terminology is used accurately to support comments effectively.5 – 6 Marksexplain the text relating to the question begin to show some understanding of how language is used to achieve effects and influence the readerresponses will begin to use relevant subject terminology accurately to support comments.3 -4 Marksidentify and give straightforward comments on the text relating to the question simply identify some subject terminology1 – 2 Marks identify and begin to comment on some aspects of the text relating to the question0 MarksNothing worthy of creditReading response A4 (AO2 1a, b, c and d)1a =Comment on language using correct terminology1b = Comment on, explain and analyse structure using terminology1c = Comment on, explain and analyse writer effects using terminology1d = Comment on, explain and analyse how writer’s influence the reader using terminology– 10 make accurate and perceptive comments about how a wide range of different examples create tension and dramaprovide detailed analysis of how language and the organisation of events are used to achieve effects and influence the readersubtleties of the writer’s technique are explored in relation to how the reader is influencedWell-considered, accurate use of subject terminology supports comments effectively.7-8 Marks make accurate comments about how a range of different examples create tension and drama, begin to analyse how language and the organisation of events are used to achieve effects and influence the reader,subject terminology is used accurately to support comments effectively.5-6 Marksexplain how a number of different examples create tension and drama, begin to show some understanding of how language and the organisation of events are used to achieve effects and influence the readerresponses will begin to use relevant subject terminology accurately to support their comments.3-4 Marksidentify and give straightforward comments on some examples of tension or dramaresponses will simply identify some subject terminology.1-2 Marks identify and begin to comment on some examples of tension or drama in the textReading response A5 (AO4)Evaluate texts critically, supporting with evidence (quotes from the text)9 – 10 Marks give a persuasive evaluation of the text and its effects, supported by convincing, well selected examples and purposeful textual references.responses will show engagement and involvement, where candidates take an overview to make accurate and perceptive comments on the text7-8 Marks give a critical evaluation of the text and its effects, supported by well-selected textual references. show critical awareness and clear engagement with the text5-6 Marksgive an evaluation of the text and its effects, supported by appropriate textual references. show some critical awareness of the text3-4 Marksgive a personal opinion supported by straightforward textual references. show limited interaction with the text 1-2 Marksexpress a simple personal opinion with linked basic textual reference0 MarksNothing worthy of creditCreative Writing Mark Scheme – AO5 & AO6AO5 Communication and organisation 24 marks AO6 Vocabulary, sentence structure, spelling and punctuation 16 marks Band 5 20-24 marks the writing is fully coherent and controlled (plot and characterisation are developed with detail, originality and imagination)the writing is clearly and imaginatively organised (narrative is sophisticated and fully engages the reader’s interest) structure and grammatical features are used ambitiously to give the writing cohesion and coherence communication is ambitious and consistently conveys precise meaning 14-16 marks there is appropriate and effective variation of sentence structuresvirtually all sentence construction is controlled and accurate a range of punctuation is used confidently and accurately virtually all spelling, including that of complex irregular words, is correct control of tense and agreement is totally securea wide range of appropriate, ambitious vocabulary is used to create effect or convey precise meaning Band 4 15-19 marks the writing is clearly controlled and coherent (plot and characterisation show convincing detail and some originality and imagination )the writing is clearly organised (narrative is purposefully shaped and developed) structure and grammatical features are used accurately to support cohesion and coherence communication shows some ambition and conveys precise meaning 11-13 markssentence structure is varied to achieve particular effects control of sentence construction is securea range of punctuation is used accurately spelling, including that of irregular words, is secure control of tense and agreement is secure vocabulary is ambitious and used with precision Band 3 10-14 marks the writing is mostly controlled and coherent (plot and characterisation show some detail and development)the writing is organised (narrative has shape and direction) structure and grammatical features are used with some accuracy to convey meaning communication is clear but limited in ambition 7-10 marks there is variety in sentence structure control of sentence construction is mostly secure a range of punctuation is used, mostly accuratelymost spelling, including that of irregular words, is correct control of tense and agreement is mostly secure vocabulary is beginning to develop and is used with some precision Band 5-9 marks there is some control and coherence (some control of plot and characterisation) there is some organisation (narrative is beginning to have some shape and development) structure and grammatical features are used to convey meaningcommunication is limited but clear 4-6 markssome variety of sentence structure there is some control of sentence construction some control of a range of punctuation the spelling is usually accurate control of tense and agreement is generally secure there is some range of vocabulary Band 11-4 marks there is basic control and coherence (a basic sense of plot and characterisation) there is basic organisation (paragraphs may be used to show obvious divisions)there is some use of structure and grammatical features to convey meaningcommunication is limited but some meaning is conveyed 1-3 marks limited range of sentence structure control of sentence construction is limited there is some attempt to use punctuation some spelling is accurate control of tense and agreement is limited limited range of vocabulary 0 marks: nothing worthy of credit 0 marks: nothing worthy of credit Exam Paper Two – 60% overall grade (Component 2) Time – 2 HoursThe exam board recommends that you should spend the following time on each section: Section A - about 10 minutes reading-about 50 minutes answering the questionsSection B - about 30 minutes on each question-about 5 minutes planning-about 25 minutes writingThe paper is split into Section A (Reading skills 20%) and Section B (Writing Skills 20%) Section A: Two extracts from a non-fiction text with a total of 6 different questions to answerSection B: You will have two written tasks. These will be selected from a variety of different purpose, audience and formats and you will have to write for the appropriate PAF in each task.Paper Two Broken down: Section A Text 1 – A1 & A2 A1 = 3 questions selecting information from one of the articles (3 marks) Examines (AO1 1a) A2 = Selecting evidence to show how language, tone, writers’ influence and arguments are made. USE PEA skills here. (10 marks) Examines (AO2 1a, b, c & d) Text 2 – A3 & A4 A3 = 2 questions – both question are comprehension style question assessing your ability to understand meaning in a text (3 marks) Examines (AO1 1a, 1b, 1c & 1d) A4 = You should select evidence to explain what the writers’ views are (10 marks) Examines (AO4) Text 1 and 2 – A5 & A6 A5 = You must look at evidence from both texts now. Comprehension questions to check understanding (4 marks) Examines (AO1 2a, 2b) A6 = Compare attitudes across the two texts using evidence and clearly referring to which text you are writing about (10 marks) Examines (AO3 1a, 1b, 1c & 1d)SECTION B – Two non-fiction based tasks As above (20 marks per question) Examines (all writing objectives) Exam Total 60% for Section A & BAO1%AO2%AO3%AO4%Paper Two SECTION A READING30%7.5%Questions:A1 (1a,)A3 (1a, 1b, 1c & 1d)A5 (2a, 2b)7.5%Questions:A2 (1a, 1b, 1c & 1d)7.5%Questions:A6 (1a, 1b, 1c & 1d)7.5%Questions:A4(Single element AO)What this means?1a = identify explicit information 1b = identify explicit ideas1c = interpret implicit information 1d = Interpret implicit ideas2a = Select evidence from different texts 2b = Synthesise evidence from different texts 1a =Comment on language using correct terminology1b = Comment on, explain and analyse structure using terminology1c = Comment on, explain and analyse writer effects using terminology1d = Comment on, explain and analyse how writer’s influence the reader using terminologyAll of these compare across two or more texts: 1a) compare writers’ ideas1b) Compare writers’ perspectives 1c) Compare writers’ ideas and how these are conveyed1d) Compare writers’ perspectives and how these are conveyedEvaluate texts critically, supporting with evidence (quotes from the text)AO5AO6Paper OneSECTION B WRITING30%18%Questions:B1 (1a, 1b, & 1c) B2 (2a, 2b & 2c) 12%Questions:B1 & B2Writing skills are all examined in both questions for the writingWhat this means?1a = Write for different PAF 1b = communicate clearly, effectively and imaginatively 1c = Select and adapt tone, style and register2a = Organise information and ideas 2b = Use structural and grammatical features2c = Write to support coherence and cohesion of textsUse a range of sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (SPAG)A1 - (AO1 1a)This question tests the ability to identify explicit information.Three specific comprehension questions with answers No mark scheme gridA2 (AO2 1a, b, c and d)1a = identify explicit information 1b = identify explicit ideas1c = interpret implicit information 1d = Interpret implicit ideasBand 1 9 – 10 marks make accurate and perceptive comments about how a wide range of different examples from the text relating to the question provide detailed analysis of how language and structure are used to achieve effects and influence the readerSubtleties of the writer’s technique are explored in relation to how the reader is influenced. Well-considered, accurate use of subject terminology supports comments effectively.Band 2 7 – 8 marksmake accurate comments about how a range of different examples from the text relating to the question begin to analyse how language and structure are used to achieve effects and influence the readerSubject terminology is used accurately to support comments effectively.Band 3 5 – 6 marks explain how a number of different examples from the text relating to the question begin to show some understanding of how language and structure are used to achieve effects and influence the readeruse relevant subject terminology accurately to support their commentsBand 2 3 -4 marks identify and give straightforward comments on some examples from the text relating to the questionsimply identify some subject terminology.Band 1 1-2 marksidentify and begin to comment on some examples from the text relating to the question may struggle to engage with the text and/or the question.A3 (AO1 1a, b, c and d)1a = identify explicit information 1b = identify explicit ideas1c = interpret implicit information 1d = Interpret implicit ideasThree specific comprehension questions with answers No mark scheme gridExplanation of the phrase and how it links to language is needed “it is a metaphor” wouldn’t achieve any marks.A4 AO4Evaluate texts critically, supporting with evidence (quotes from the text)Band 59 – 10 marksgive a persuasive evaluation of the text and its effects,supported by convincing, well-selected examples and purposeful textual references. responses will show engagement and involvement, where candidates take an overview tomake accurate and perceptive comments on views in the textBand 47 – 8 marksgive a critical evaluation of the text and its effects, supported by well-selected textual references. show critical awareness and clear engagement with views in the textBand 3 5 – 6 marksgive an evaluation of the text and its effects, supported by appropriate textualreferences. responses will show some critical awareness of views in the textBand 2 3 – 4 marksgive a personal opinion supported by straightforward textual referencesresponses will show limited interaction with views in the textBand 1 1 – 2 marks express a simple personal opinion with linked basic textual reference struggle to engage with the text and/or the questionA5 (AO1 2a and b)2a = Select evidence from different texts 2b = Synthesise evidence from different texts4 markssynthesise with clear understanding and provide an overview drawn from a range of relevant detail from both texts3 markssynthesise with some understanding a range of relevant detail from both texts2 marksselect a range of relevant detail from both texts1 markmake some selection of relevant detail from both texts.A6 AO3 All of these compare across two or more texts: 1a) compare writers’ ideas1b) Compare writers’ perspectives 1c) Compare writers’ ideas and how these are conveyed1d) Compare writers’ perspectives and how these are conveyedBand 1 9 – 10 marksmake comparisons that are sustained and detailed, showing clear understanding of how they are conveyedBand 2 7 – 8 marks make detailed comparisons, with valid comments on how they are conveyed,Band 3 5 – 6 marksidentify similarities and differences and make some comparisons, commenting on how they are conveyedBand 2 3 – 4 marksidentify and give a straightforward description of some of the main similarities and differencesBand 1 1 -2 marks identify basic similarities and / or differencesComponent 2 Writing Mark Scheme – Transactional Writing (x 2 tasks) AO5: Communication and organisationAO6: Spelling, punctuation, vocabulary and sentence structuresBand 5 11-12 marks shows sophisticated understanding of the purpose and format of the taskshows sustained awareness of the reader / intended audience appropriate register is confidently adapted to purpose / audience content is ambitious, pertinent and sophisticated ideas are convincingly developed and supported by a range of relevant details there is sophistication in the shape and structure of the writingcommunication has ambition and sophistication8 marks there is appropriate and effective variation of sentence structures virtually all sentence construction is controlled and accurate a range of punctuation is used confidently and accuratelyvirtually all spelling, including that of complex irregular words, is correct control of tense and agreement is totally secure a wide range of appropriate, ambitious vocabulary is used to create effect or convey precise meaningBand 48-10 marksshows consistent understanding of the purpose and format of the task shows secure awareness of the reader/intended audience register is appropriately and consistently adapted to purpose/audiencecontent is well-judged and detailed ideas are organised and coherently developed with supporting detail there is clear shape and structure in the writing (paragraphs are used effectively to give sequence and organisation) communication has clarity, fluency and some ambition6-7 marks sentence structure is varied to achieve particular effects control of sentence construction is secure a range of punctuation is used accuratelyspelling, including that of irregular words, is secure control of tense and agreement is securevocabulary is ambitious and used with precisionBand 35-7 marks shows clear understanding of the purpose and format of the taskshows clear awareness of the reader / intended audienceregister is appropriately adapted to purpose / audiencecontent is developed and appropriate reasons are given in support of opinions / ideasideas are organised into coherent argumentsthere is some shape and structure in the writing (paragraphs are used to give sequence and organisation) communication has clarity and fluency4-5 marks there is variety in sentence structure control of sentence construction is mostly secure a range of punctuation is used, mostly accuratelymost spelling, including that of irregular words, is correctcontrol of tense and agreement is mostly secure vocabulary is beginning to develop and is used with some precisionBand 2-4 marks shows some awareness of the purpose and format of the taskshows awareness of the reader / intended audience a clear attempt to adapt register to purpose / audience some reasons are given in support of opinions and ideas limited development of ideassome sequencing of ideas into paragraphs (structure / direction may be uncertain)communication has some clarity and fluency2-3 marks some variety of sentence structure there is some control of sentence constructionsome control of a range of punctuation the spelling is usually accurate control of tense and agreement is generally secure there is some range of vocabularyBand 11-2 marks basic awareness of the purpose and format of the task some basic awareness of the reader / intended audiencesome attempt to adapt register to purpose / audience (e.g. degree of formality)some relevant content despite uneven coverage of the topiccontent may be thin and briefsimple sequencing of ideas (paragraphs may be used to show obvious divisions or group ideas into some order) there is some basic clarity but communication of meaning is limited1 mark limited range of sentence structure control of sentence construction is limited there is some attempt to use punctuation some spelling is accurate control of tense and agreement is limited limited range of vocabularyWJEC English Literature: Exam based only 2015 – 2017 You will sit 2 exams for the Literature GCSEExam Paper One = 40% overall grade (Component 1) Time – 2 hoursThe exam board recommends that you should spend the following time on each section: Section A - about 1 hourSection B - about 1 hourThe paper is split into Section A Shakespeare and Section B Poetry AnthologySection A: One extract of text from Romeo and Juliet (15 marks) One essay question which asks you to look at the plot as a whole and analyse how a particular character/theme or event is important within the whole context (25 marks: 5 marks for spelling, punctuation, vocabulary and sentence structures).Section B: One specified poem with a copy in the exam booklet which asks you to write a theme based essay on the poem. The second question asks you to compare the specified poem from question one to another of your choice from the anthology (no copy in the exam booklet). Shakespeare Section a 15 marks: both AO1 and AO2 are equally weighted in this questionAO1:1a+b, AO1:2Ao2513_15marksCandidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register; use a sensitive and evaluative approach to the task and analyse the text critically; show a perceptive understanding of the text, engaging fully, perhaps with some originality in their personal response; their responses include pertinent, direct references from across the text, including quotations.Candidates: analyse and appreciate writers’ use of language, form and structure; make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form; use precise subject terminology in an appropriate context.4 10-12 marks Candidates: sustain focus on the task, convey ideas with coherence and use an appropriate register; use a thoughtful approach to the task; show a secure understanding of key aspects of the text, with considerable engagement; support and justify their responses by well-chosen direct reference to the text, including quotations.Candidates: discuss and increasingly analyse writers’ use of language, form and structure; make thoughtful reference to the meanings and effects of stylistic features used by the writer; use apt subject terminology.3 7-9 marks Candidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register;use a straightforward approach to the task; show an understanding of key aspects of the text, with engagement; support and justify their responses by appropriate direct reference to the text, including quotations.Candidates: comment on and begin to analyse writers’ use of language, form and structure;make some reference to meanings and effects; use relevant subject terminology.2 4-6 marks Candidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register; use a limited approach to the task; show some understanding of key aspects of the text, with some engagement;support and justify their responses by some direct reference to the text, including some quotations.Candidates: recognise and make simple comments on writers’ use of language, form and structure; may make limited reference to meanings and effects; may use some relevant subject terminology.1 1-3 marks Candidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register; use a simple approach to the task;show a basic understanding of some key aspects of the text, with a little engagement; may support and justify their responses by some general reference to the text, perhaps including some quotations.Candidates: may make generalised comments on writers’ use of language, form and structure;may make basic reference to meanings and effects; may use some subject terminology but not always accurately0 marksNothing worthy of creditNothing worthy of creditShakespeare question b: 5 marks grade descriptor and AO1 & AO2 grade descriptorsLevel descriptorSpelling, punctuation, vocabulary and sentence structuresHigh Performance4-5 marksIn the context of the Level of Demand of the question, Learners spell and punctuate with consistent accuracy, and consistently use vocabulary and sentence structures to achieve effective control of meaning.Intermediate performance 2 -3 marksIn the context of the Level of Demand of the question, Learners spell and punctuate with considerable accuracy, and use a considerable range of vocabulary and sentence structures to achieve general control of meaning.Threshold Performance1 markIn the context of the Level of Demand of the question, Learners spell and punctuate with reasonable accuracy, and use a reasonable range of vocabulary and sentence structures; any errors do not hinder meaning in the response.0 marksCandidates do not reach the threshold performance outlined in the performance descriptor aboveBandAO1: 1a+b, AO1:2AO25 17 – 20 marksCandidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register;use a sensitive and evaluative approach to the task and analyse the text critically;show a perceptive understanding of the text, engaging fully, perhaps with some originality in their personal response;their responses include pertinent, direct references from across the text, including quotations.Candidates: analyse and appreciate writers’ use of language, form and structure; make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form; use precise subject terminology in an appropriate context.4 13-16 marksCandidates: sustain focus on the task, convey ideas with considerable coherence and use an appropriate register; use a thoughtful approach to the task; show a secure understanding of key aspects of the text, with considerable engagement; support and justify their responses by well-chosen direct reference to the text, including quotationsCandidates: discuss and increasingly analyse writers’ use of language, form and structure; make thoughtful reference to the meanings and effects of stylistic features used by the writer; use apt subject terminology.3 9 – 12 marksCandidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register; use a straightforward approach to the task; show an understanding of key aspects of the text, with engagement; support and justify their responses by appropriate direct reference to the text, including quotations.Candidates: comment on and begin to analyse writers’ use of language, form and structure; make some reference to meanings and effects; use relevant subject terminology.2 5-8 marks Candidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register; use a limited approach to the task;show some understanding of key aspects of the text, with some engagement; support and justify their responses by some direct reference to the text, including some quotations.Candidates: recognise and make simple comments on writers’ use of language, form and structure; may make limited reference to meanings and effects;may use some relevant subject terminology.1 1-4 marksCandidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register; use a simple approach to the task; show a basic understanding of some key aspects of the text, with a little engagement; may support and justify their responses by some general reference to the text, perhaps including some quotations.Candidates: may make generalised comments on writers’ use of language, form and structure; may make basic reference to meanings and effects; may use some subject terminology but not always accurately.0 marksNothing worthy of creditNothing worthy of creditQuestion A Poetry Anthology AO1, AO2 and AO3 are equally weighted across this questionAO1AO2AO3Band 513 – 15 marksCandidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register; use a sensitive and evaluative approach to the task and analyse the text critically; show a perceptive understanding of the text, engaging fully, perhaps with some originality in their personal response; their responses include pertinent, direct references from across the text, including quotationsCandidates: analyse and appreciate writers’ use of language, form and structure, make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form; use precise subject terminology in an appropriate context. Candidates: show an assured understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audienceBand 410-12 marksCandidates: sustain focus on the task, convey ideas with coherence and use an appropriate register;use a thoughtful approach to the task; show a secure understanding of key aspects of the text, with considerable engagement; support and justify their responses by well-chosen direct reference to the text, including quotations.Candidates: discuss and increasingly analyse writers’ use of language, form and structure, make thoughtful reference to the meanings and effects of stylistic features used by the writer; use apt subject terminology. Candidates: show a secure understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences. Band 37-9 marksCandidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register; use a straightforward approach to the task; show an understanding of key aspects of the text, with engagement; support and justify their responses by appropriate direct reference to the text, including quotations. Candidates: comment on and begin to analyse writers’ use of language, form and structure, make some reference to meanings and effects; use relevant subject terminology. Candidates: show an understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 24-6 marksCandidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register; use a limited approach to the task;show some understanding of key aspects of the text, with some engagement; support and justify their responses by some direct reference to the text, including some quotations.Candidates: recognise and make simple comments on writers’ use of language, form and structure, may make limited reference to meanings and effects; may use some relevant subject terminology. Candidates: show some understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences. Band 11-3 marksCandidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register; use a simple approach to the task; show a basic understanding of some key aspects of the text, with a little engagement;may support and justify their responses by some general reference to the text, perhaps including some quotations.Candidates: may make generalised comments on writers’ use of language, form and structure, may make basic reference to meanings and effects; may use some subject terminology but not always accurately. Candidates: show limited understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences. 0 Nothing worthy of creditNothing worthy of creditNothing worthy of creditQuestion B Poetry Anthology: A01, AO2 and AO3 are equally weighted across this this questionAO1AO2AO3Band 521-25 marksComparison is critical, illuminating and sustained across AO1, AO2 and AO3. There will be a wide ranging discussion of the similarities and/or differences between the poems. Candidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register; use a sensitive and evaluative approach to the task and analyse the texts critically;show a perceptive understanding of the texts, engaging fully, perhaps with some originality in their personal response; their responses include pertinent, direct references from across the texts, including quotations.Candidates: analyse and appreciate writers’ use of language, form and structure, make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form; use precise subject terminology in an appropriate context.Candidates: show an assured understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 416-20marksComparison is focussed, coherent and sustained across AO1, AO2 and AO3. There will be a clear discussion of the similarities and/or differences between the poems.Candidates: sustain focus on the task, convey ideas with coherence and use an appropriate register; use a thoughtful approach to the task; show a secure understanding of key aspects of the texts, with considerable engagement; support and justify their responses by well-chosen direct reference to the texts, including quotations.Candidates: discuss and increasingly analyse writers’ use of language, form and structure, make thoughtful reference to the meanings and effects of stylistic features used by the writer; use apt subject terminology.Candidates: show a secure understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 311-15 marksComparison is focussed across AO1, AO2 and AO3 with some valid discussion of the similarities and/or differences between the poems. Candidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register;use a straightforward approach to the task;show an understanding of key aspects of the texts, with engagement; support and justify their responses by appropriate direct reference to the texts, including quotations.Candidates: comment on and begin to analyse writers’ use of language, form and structure, make some reference to meanings and effects; use relevant subject terminology.Candidates: show an understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 26- 10 marksComparison is general with some discussion of the obvious similarities and/or differences between the poems.Candidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register; use a limited approach to the task; show some understanding of key aspects of the texts, with some engagement;support and justify their responses by some direct reference to the texts, including some quotations.Candidates: recognise and make simple comments on writers’ use of language, form and structure, may make limited reference to meanings and effects; may use some relevant subject terminology.Candidates: show some understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 1 1 – 5 marks Comparison is very limited. There may be a basic awareness of the obvious similarities and/or differences between the poems.Candidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register;use a simple approach to the task; show a basic understanding of some key aspects of the texts, with a little engagement; may support and justify their responses by some general reference to the texts, perhaps including some quotations.Candidates: may make generalised comments on writers’ use of language, form and structure, may make basic reference to meanings and effects;may use some subject terminology but not always accurately.Candidates: show limited understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.0Nothing worthy of creditNothing worthy of creditNothing worthy of creditExam Paper Two = 60% overall grade (Component 2) Time – 2 hours 30 minutesThe exam board recommends that you should spend the following time on each section: Section A - about 45 minutesSection B - about 45 minutesSection C – about 1 hour Part a – 20 minutes Part b – 40 minutes This paper is split into Section A Post 1914 Drama/prose(fiction), Section B 19th Century prose and Section C Unseen Poetry. All are closed book exams meaning that no texts will be available in examSection A: Lord of the Flies for higher ability and An Inspector Calls for lower ability. One essay question is to be answered using the extract given in the exam and student knowledge of the play. (40 marks – 5 for spelling, punctuation, vocabulary and sentence structures AO4).Section B: A Christmas Carol. One essay question is to be answered using the extract given in the exam and student knowledge of the play. (40 marks – 5 marks for spelling, punctuation, vocabulary and sentence structures AO4).Section C – Unseen Poetry – Section a – One essay on the effects of the poem. (15 marks) Section b – A comparative essay on the meaning, language, structure and personal response to both poems. (25 marks). Post 1914 Drama/Prose 5 marks grade descriptor and AO1 & AO2 grade descriptorsLevel descriptorSpelling, punctuation, vocabulary and sentence structuresHigh Performance4-5 marksIn the context of the Level of Demand of the question, Learners spell and punctuate with consistent accuracy, and consistently use vocabulary and sentence structures to achieve effective control of meaning.Intermediate performance 2 -3 marksIn the context of the Level of Demand of the question, Learners spell and punctuate with considerable accuracy, and use a considerable range of vocabulary and sentence structures to achieve general control of meaning.Threshold Performance1 markIn the context of the Level of Demand of the question, Learners spell and punctuate with reasonable accuracy, and use a reasonable range of vocabulary and sentence structures; any errors do not hinder meaning in the response.0 marksCandidates do not reach the threshold performance outlined in the performance descriptor aboveAO1AO2Band 529-35Candidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register; use a sensitive and evaluative approach to the task and analyse the extract and wider text critically; show a perceptive understanding of the extract and wider text, engaging fully, perhaps with some originality in their personal response; their responses include pertinent, direct references from across the extract and wider text, including quotations. Candidates: analyse and appreciate writers’ use of language, form and structure;make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form; use precise subject terminology in an appropriate context. Band 422 – 28Candidates: sustain focus on the task, convey ideas with considerable coherence and use an appropriate register;use a thoughtful approach to the task; show a secure understanding of key aspects of the extract and wider text, with considerable engagement; support and justify their responses by well-chosen direct reference to the extract and wider text, including quotations. Candidates: discuss and increasingly analyse writers’ use of language, form and structure; make thoughtful reference to the meanings and effects of stylistic features used by the writer;use apt subject terminology. Band 315-21Candidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register; use a straightforward approach to the task; show an understanding of key aspects of the extract and wider text, with engagement; support and justify their responses by appropriate direct reference to the extract and wider text, including quotations. Candidates: comment on and begin to analyse writers’ use of language, form and structure; make some reference to meanings and effects;use relevant subject terminology. Band 28-14Candidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register;use a limited approach to the task; show some understanding of key aspects of the extract and wider text, with some engagement;support and justify their responses by some direct reference to the extract and wider text, including some quotations. Candidates: recognise and make simple comments on writers’ use of language, form and structure;may make limited reference to meanings and effects; may use some relevant subject terminology. Band 11-7Candidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register; use a simple approach to the task; show a basic understanding of some key aspects of the extract and wider text, with a little engagement;may support and justify their responses by some general reference to the extract and wider text, perhaps including some quotations. Candidates: may make generalised comments on writers’ use of language, form and structure; may make basic reference to meanings and effects; may use some subject terminology but not always accurately. Section B 19th Century Prose – AO1, AO2 and AO3 are equally weightedAO1AO2AO3Band 5 33-40 marks Candidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register; use a sensitive and evaluative approach to the task and analyse the extract and wider text critically;show a perceptive understanding of the extract and wider text, engaging fully, perhaps with some originality in their personal response; their responses include pertinent, direct references from across the extract and wider text, including quotations.Candidates: analyse and appreciate writers’ use of language, form and structure;make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form;use precise subject terminology in an appropriate context.Candidates: show an assured understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 425-32 marks Candidates: sustain focus on the task, convey ideas with considerable coherence and use an appropriate register; use a thoughtful approach to the task; show a secure understanding of key aspects of the extract and wider text, with considerable engagement; support and justify their responses by well-chosen direct reference to the extract and wider text, including quotations.Candidates: discuss and increasingly analyse writers’ use of language, form and structure; make thoughtful reference to the meanings and effects of stylistic features used by the writer; use apt subject terminology. Candidates: show a secure understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 317-24 marks Candidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register; use a straightforward approach to the task;show an understanding of key aspects of the extract and wider text, with engagement;support and justify their responses by appropriate direct reference to the extract and wider text, including quotations.Candidates: comment on and begin to analyse writers’ use of language, form and structure; make some reference to meanings and effects; use relevant subject terminology.Candidates: show an understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 29-16 marks Candidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register;use a limited approach to the task; show some understanding of key aspects of the extract and wider text, with some engagement;support and justify their responses by some direct reference to the extract and wider text, including some quotations.Candidates: recognise and make simple comments on writers’ use of language, form and structure; may make limited reference to meanings and effects; may use some relevant subject terminology.Candidates: show some understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiences.Band 11-8 marksCandidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register;use a simple approach to the task; show a basic understanding of some key aspects of the extract and wider text, with a little engagement; may support and justify their responses by some general reference to the extract and wider text, perhaps including some quotations.Candidates: may make generalised comments on writers’ use of language, form and structure; may make basic reference to meanings and effects; may use some subject terminology but not always accurately.Candidates: show limited understanding of the relationships between texts and the contexts in which they were written, including, where relevant, those of period, location, social structures and literary contexts such as genre, and the contexts in which texts are engaged with by different audiencesO marksNothing worthy of creditNothing worthy of creditNothing worthy of creditSection A Unseen Poetry AO1 and AO2 are weighted equallyAO1AO2Band 513-15 marks Candidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register; use a sensitive and evaluative approach to the task and analyse the text critically;show a perceptive understanding of the text, engaging fully, perhaps with some originality in their personal response; their responses include pertinent ,direct references from across the text, including quotationsCandidates: analyse and appreciate writers’ use of language, form and structure;make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form; use precise subject terminology in an appropriate context.Band 4 10 – 12 marks Candidates: sustain focus on the task, convey ideas with coherence and use an appropriate register; use a thoughtful approach to the task; show a secure understanding of key aspects of the text, with considerable engagement;support and justify their responses by well-chosen direct reference to the text, including quotations.Candidates: discuss and increasingly analyse writers’ use of language, form and structure; make thoughtful reference to the meanings and effects of stylistic features used by the writer; use apt subject terminologyBand 3 7-9 marks Candidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register; use a straightforward approach to the task; show an understanding of key aspects of the text, with engagement; support and justify their responses by appropriate direct reference to the text, including quotations.Candidates: comment on and begin to evaluate writers’ use of language, form and structure; make some reference to meanings and effects; use relevant subject terminology.Band 2 4-6 marksCandidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register; use a limited approach to the task;show some understanding of key aspects of the text, with some engagement; support and justify their responses by some direct reference to the text, including some quotations.Candidates: recognise and make simple comments on writers’ use of language, form and structure; may make limited reference to meanings and effects; may use some relevant subject terminology.Band 1 1-3 marksCandidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register; use a simple approach to the task; show a basic understanding of some key aspects of the text, with a little engagement; may support and justify their responses by some general reference to the text, perhaps including some quotations.Candidates: may make generalised comments on writers’ use of language, form and structure; make basic reference to meanings and effects; may use some subject terminology but not always accurately or appropriately.0 Nothing worthy of creditNothing worthy of creditSection B Unseen Poetry Comparative element AO1 and AO2 are weighted equally AO1AO2Band 521-25 marksComparison is critical, illuminating and sustained across AO1 and AO2. There will be a wide ranging discussion of the similarities and/or differences between the poems.Candidates: sustain focus on the task, including overview, convey ideas with consistent coherence and use an appropriate register; use a sensitive and evaluative approach to the task and analyse the texts critically;show a perceptive understanding of the texts, engaging fully, perhaps with some originality in their personal response;their responses include pertinent, direct references from across the texts, including quotations.Candidates: analyse and appreciate writers’ use of language, form and structure;make assured reference to meanings and effects exploring and evaluating the way meaning and ideas are conveyed through language structure and form;use precise subject terminology in an appropriate context.Band 416-20 marks Comparison is focussed, coherent and sustained across AO1 and AO2. There will be a clear discussion of the similarities and/or differences between the poems.Candidates: sustain focus on the task, convey ideas with coherence and use an appropriate register;use a thoughtful approach to the task; show a secure understanding of key aspects of the texts, with considerable engagement; support and justify their responses by well-chosen direct reference to the texts, including quotations.Candidates: discuss and increasingly analyse writers’ use of language, form and structure; make thoughtful reference to the meanings and effects of stylistic features used by the writer; use apt subject terminology.Band 311-15 marks Comparison is focussed across AO1 and AO2 with some valid discussion of the similarities and/or differences between the poems.Candidates: focus on the task, convey ideas with general coherence and use a mostly appropriate register;use a straightforward approach to the task;show an understanding of key aspects of the texts, with engagement; support and justify their responses by appropriate direct reference to the texts, including quotations.Candidates: comment on and begin to evaluate writers’ use of language, form and structure; make some reference to meanings and effects;use relevant subject terminology.Band 26-10 marks Comparison is general with some discussion of the obvious similarities and/or differences between the poems.Candidates: have some focus on the task, convey ideas with some coherence and sometimes use an appropriate register; use a limited approach to the task; show some understanding of key aspects of the texts, with some engagement;support and justify their responses by some direct reference to the texts, including some quotations.Candidates: recognise and make simple comments on writers’ use of language, form and structure;may make limited reference to meanings and effects; may use some relevant subject terminology.Band 1 1-5 marks Comparison is very limited. There may be a basic awareness of the obvious similarities and/or differences between the poems.Candidates: have limited focus on the task, convey ideas with occasional coherence and may sometimes use an appropriate register; use a simple approach to the task; show a basic understanding of some key aspects of the texts, with a little engagement; may support and justify their responses by some general reference to the texts, perhaps including some quotations.Candidates: may make generalised comments on writers’ use of language, form and structure;make basic reference to meanings and effects;may use some subject terminology but not always accurately or appropriately.0 Nothing worthy of creditNothing worthy of credit ................
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