GCSE English Language - PowerPoint Presentation

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GCSE English Language - PPT Presentation

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Slide1

GCSE English LanguageFor first teaching in 2015 and for first assessment in 2017

Curriculum Adviser: Simon Milessmiles@aqa.org.uk / 07795 020693

Slide 1

.Slide2

Structure of the presentation

Overview

of the new

specification

Underlying principles

and key features

Specification at a glanceSummary of content and assessment objectivesPaper 1Content and question typesPaper 2Content and question typesSupport and resources

Slide 2

.Slide3

Objectives

To understand the

key

elements of the specification structure,

teaching content

and

assessment.To start thinking about the implications for teaching and learning.To review the resources and support available from AQA.To enable any questions to be aired about the specification – and set out ways that these can be answered by the English subject and curriculum adviser team.

Slide 3

.Slide4

Context

Developed by an experienced team of teachers and examiners.

Reviewed by a subject panel of stakeholders and subject experts.

Piloted in a range of schools to ensure effective, robust and engaging question strategies.

Fulfils all new National Curriculum requirements and complements all other qualifications in this suite: for example, GCSE English Literature.

he new specification is for teaching from September 2015 with first assessment in summer 2017.Slide 4

Underlying principles

n accessible and enabling qualification for all abilities of learner.

n assessment journey that supports students through each paper to make it a positive and engaging experience for all.

Two

clear and distinct identities: Explorations in Creative Reading and Writing, and Writers’ Viewpoints and Perspectives.NFER: “The AQA specification for English Language is innovative, combining reading and writing in each of the two papers. This is effective as the reading texts serve a double purpose: as the basis for comprehension questions and as supporting text for the writing tasks”.Slide 5

Overview of specification content

Paper 1: Explorations in creative reading and writing.

Paper 2: Writers’ viewpoints and perspectives.

Spoken Language as a separate endorsement.

Slide

Specification at a glance

Slide

Assessment Objective 1

Slide

Assessment Objective

Identify and interpret explicit and implicit

information and ideas.

Select and synthesise evidence from different texts. Slide9

Assessment Objective 2

Slide

Assessment Objective

Explain, comment on and analyse how writers use language

and structure

to achieve effects and influence readers, using relevant subject terminology to support their views.Slide10

Assessment Objective 3

Slide

Assessment Objective

Compare writers’ ideas and perspectives, as well as how these are

conveyed

, across two or more texts.Slide11

Assessment Objective 4

Slide

Assessment Objective

Evaluate

texts critically and support this with appropriate textual references.Slide12

Assessment Objective 5 and 6

Slide

Assessment Objectives

AO5

AO6

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and

audiences.Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.Slide13

Weightings

Slide

Assessment Objective

No of Marks

% of total GCSE marks

Paper 1

AO1

2.5%

AO2

10%

AO4

12.5%

AO5

15%

AO6

10%

Total Paper 1

Paper 2

AO1

7.5%

AO2

7.5%

AO3

10%

AO5

15%

AO6

10%

Total Paper 2

Overall GCSE English Language

AO1

10% Allowed range

(5-10

AO2

17.5% Allowed range

(10-20

AO3

10% Allowed range

(5-10

AO4

12.5% Allowed range

(10-20

AO5

30%

AO6

20%

Grand Total

160

100%Slide14

Key features and benefits 1Two distinct papers, each of similar length and demand to minimise assessment fatigue and encourage equal performance.

Integrated reading and writing tasks on both papers to support

learning.

Assessment of a single AO per question.

Consistency of questions on same papers in same sequence each

series.

A range of question types and strategies – Simplicity and symmetry in the way both papers provide a learning scaffold and develop progression.Copyright © AQA and its licensors. All rights reserved.Slide 14Slide15

Key features and benefits 2Commitment to define which texts will be assessed on which paper.

Co-teachable with GCSE English Literature.

Writing

tasks with a choice of stimulus materials.

Assessment of technical accuracy through candidates’ own

writing.

Commentary document and student responses appendix. KS3 papers to support effective formative and summative assessments of progress. Copyright © AQA and its licensors. All rights reserved.Slide 15Slide16

Structure of Question Paper 1

1 hour and 45 minutes: includes 15 minutes reading time

Section A:

40 marks for reading (25% of the qualification)

4 reading questions: 4+8+8+20 marks

Section B:

40 marks for writing (25% of the qualification) 1 writing question: 24+16 marksSlide 18

Content and skills for Paper 1 Section A: Reading

Reading a single source drawn

from

literature fiction in order to consider how

established, modern and emerging

writers

use narrative and descriptive techniques to capture the interest of readers.The genre of the source will be literature prose fiction such as extracts from novels and short stories and focus on openings, endings, narrative perspectives and points of view, narrative or descriptive passages, character developments, atmospheric descriptions and other appropriate narrative and descriptive approaches.The source for the reading questions will be selected from the 20th or 21st centuries. 40 marks in total.

Slide 19

Assessment objectives for Paper 1 Section A

Slide

Assessment Objectives

The paper will assess in this sequence:

AO1 4 marks

AO2 16 marksAO4 20 marksSlide19

Paper 1 Section A: Sample question 1

Read again the first part of the source, lines 1 to 7.

List four things from this part of the text about the weather.

d [4 marks]Slide 21

Paper 1 Section A: Sample question 2

Look in detail at this extract from lines 8-17 of the source.

The wind came in gusts, at times shaking the coach…

How does the writer use language here to describe the effects of the weather?

You could include the writer’s choice of:

words and phrases

language features and techniquessentence forms.[8 marks]Slide 22

Paper 1 Section A: Sample question 3

You now need to think about the

whole of the source

This text is from the opening of a novel.

How has the writer structured the text to interest you as a reader?

You could write about:what the writer focuses your attention on at the beginninghow and why the writer changes this focus as the extract developsany other structural features that interest you.[8 marks]Slide 23

Paper 1 Section A: Sample question 4

Focus this part of your answer on the second half of the

source

, from line 18 to the end.

A student, having read this section of the text said: “The writer brings the very different characters to life for the reader. It is as if you are inside the coach with them.”

To what extent do you agree?

In your response, you could: write about your own impressions of the charactersevaluate how the writer has created these impressionssupport your opinions with quotations from the text.[20 marks]Slide 24

Evaluates clearly

Relevant quotations

Clearly explains views Some perceptive comment

Selects relevant quotations

To a large extent, I agree with the reader. I think because the writer had described the characteristics. The weather also helps as I feel that each character’s view as they saw the weather allows us to empathise with their feelings. For example, the fact that all the passengers “huddled together” for warmth, exclaiming in unison” shows that they are all cold and frightened for they “huddled together”. They must all be terrified and are feeling and thinking the same. They are “exclaiming in unison”. The use of the word “exclaiming” just shows us how scared they must be, and how terrified because of the weather. By them all being together and acting as one, I feel as if I am there too, with them. As Mary Yellan sits in the “opposite corner” from the others implies that she feels secluded and alone but she sits where rain fell through a crack in the roof. I am sympathetic towards her and feels as though I want to go and comfort her in some way. Especially because her eyes were “fixed” on the window and she seemed to be hoping “with desperate interest that some ray of light would break the heavy blanket of sky”. The use of the the descriptive phrase “desperate interest” shows that she is hoping with all her might that something will happen and stop herself and the others on the coach, feeling discombobulated. Normally blankets make you feel protected and warm, but in this case, she was hoping that “some ray of light would break the heavy blanket”. This blanket was smothering and suffocating them and she seeked a saviour, the Sun. Reading this, I think and want the same as she does. I feel as though I too am on the coach, seeking protection.

Question 4

Slide

Content and skills for Paper 1 Section B: Writing

Always a

choice

of written prompt

and

visual image that is linked to the topic of the reading text in section

A.Always a creative task focusing on narrative and, or descriptive writing skills: one narration and one description, or two description, or two narration.Marks for content and organisation as well as for technical accuracy.Mark scheme designed to encourage ambition.Section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.Slide 28

Assessment objectives for Paper 1 Section B

Slide

Assessment Objectives

The section will assess:

AO5 24 marks

AO6 16 marksSlide26

Paper 1 Section B: Sample question 5

You are going to enter a creative writing competition. Your entry will be judged by a panel of people of your own age.

Either: Write a description suggested by this picture:

Or: Write the opening part of a story about a place that is severely affected by the weather.

[24 marks for content and organisation

16 marks for technical accuracy]

[40 marks]Slide 30

Structure of Question Paper 2

1 hour and 45 minutes: includes 15 minutes reading time

Section A:

40 marks for reading (25% of the qualification)

4 reading questions:

4+8+12+16

marksSection B:40 marks for writing (25% of the qualification) 1 writing question: 24+16 marks

Slide 33

Simplicity and symmetry: Progression

Slide

Content and skills for Paper 2 Section A

Slide

develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our

lives.Two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader.Sources will be drawn from the 19th century, and either the 20th or 21st centuries depending on the time period selected for paper 1 in each series.

Choice of genre for the sources will be non-fiction and literary non-fiction such as high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, reports, autobiography and biographical passages or other appropriate non-fiction and literary non-fiction forms.Slide30

Assessment objectives for Paper 2 Section A

Slide

Assessment Objectives

The section will assess in this sequence:

AO1 12 marks

AO2 12 marksAO3 16 marksSlide31

Paper 2 Section A: Sample question 1

Slide

Paper 2 Section A: Sample question 2

You need to refer to

source

A and source B

for this

question:

Use details from both sources. Write a summary of the differences between Eddie and Henry. [8 marks]Slide 38

Eddie is quite academic and so is Henry but Eddie doesn’t seem to try particularly hard. ‘He’s irritatingly good at it’ and ‘he is too busy killing things, while talking on Skype! This suggests he wants to do well and does do well, without trying very hard, and is living in comfort.

Whereas Henry is having a very uncomfortable time at boarding school, ‘our bread is nearly black’, suggesting they have very scarce or low quality food but Henry works hard and looks after himself unlike Eddie. Henry also does not have his father’s support as Eddie does. Eddie just ignores his father as he comes into the room but Henry is pleading to see his father at all. ‘If God permit me to live as long,’ this shows that Henry is basically saying how desperate he is! This contrasts with Eddie, who doesn’t realise how lucky he is!

Slide

Paper 2 Section A: Sample question 3

You now need to refer

only to source B

, the letter by Henry written to his father.

How does Henry use language to try to influence his father?

[12 marks]

Slide 40

Paper 2 Section A: Sample question 4

For this question, you need to refer to the

whole of source A together with source B

, the father’s letter to a family friend.

Compare how the two writers convey their different attitudes to parenting and education.

In your answer, you should:

• compare their different attitudes• compare the methods they use to convey their attitudes• support your ideas with quotations from both texts. [16 marks]Slide 41

Slide

Content and skills for Paper 2 Section B

Slide

The task will require students to

produce

a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A.There will be a single writing task which could use a range of opinions, statements and writing scenarios to provoke a response.Slide38

Assessment objectives for Paper 2 Section B

Slide

Assessment Objectives

The section will assess:

AO5 24 marks

AO6 16 marksSection B will be allocated 40 marks to give an equal weighting to the reading and writing tasks. Slide39

Paper 2 Section B: Sample question 5

Slide

‘Homework has no value. Some students get it done for them; some don’t do it at all. Students should be relaxing in their free time.’

Write an article for a broadsheet newspaper in which you explain your point of view on this statement.

(24 marks for content and organisation16 marks for accuracy)[40 Marks]Slide40

Resources and support from AQA

360°

SUPPORT

Choosing the

right qualification

Draft specification

Draft question papers and mark schemesSpecification at a glanceSummary of changesDocuments to help you compare exam boards’ specificationsResults: reviewing and planning for improvementEnhanced Results AnalysisTeacher

support feedback meetingsExaminer reportsCandidate exemplars with examiner commentaryPlanning your courseTeacher support launch events

Teacher support preparing to teach eventsSchemes of work Guidance on teaching GCSE English LanguageTeaching your studentsResources linked to topics in the specification and throughout the teaching year (plan, teach, assess, results)

Command words used in exams

Publisher textbooks and digital resources

Direct access to subject teams

Assess: preparing for exams

Specimen question papers and mark schemes

Additional sample questions

Candidate exemplars with examiner commentary

Slide 48

GCSE English Language resources

Commentary and student responses.

KS3 assessment tests.

Free printed anthologies for short stories in Literature support preparation for Paper 1.