for teaching from 2015 - · component 1 gcse english literature marking guidelines general...
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GCSE ENGLISH LITERATURE FOR TEACHING FROM 2015
CPD AUTUMN 2016
ASSESSMENT GRIDS
8
1
2
COMPONENT 1
GCSE ENGLISH LITERATURE
MARKING GUIDELINES
GENERAL INFORMATION
Marking should be positive, rewarding achievement rather than penalising failure or omissions. The awarding of marks must be directly related to the marking criteria. Examiners should use both the generic assessment grid and the indicative content marking guidance when assessing a candidate’s response.
Band Descriptors
When awarding a mark, examiners should select the band that most closely describes the quality of work being marked.
Where the candidate’s work convincingly meets the descriptors, the highest mark should be awarded.
Where the candidate’s work adequately meets the descriptors, the most appropriate mark in the middle range should be awarded.
Where the candidate’s work just meets the descriptors, the lowest mark should be awarded.
Examiners should use the full range of marks available to them and award full marks for work that convincingly meets the descriptors in that band.
Indicative Content
The mark scheme instructs examiners to reward valid alternatives where indicative content is suggested for an answer. Indicative content outlines some areas of the text candidates may explore in their responses. This is not a checklist for expected content or a ‘model answer’. Where a candidate provides a response that contains aspects or approaches not included in the indicative content, examiners should use their professional judgement as English literature specialists to determine the validity of the response/interpretation in light of the text and the question asked. All questions provide opportunities for candidates to make informed, independent responses, and such opportunities need to be upheld in the marking. Valid alternatives should be rewarded where deemed appropriate, in line with the skills set out in the banded levels of response in the generic assessment grids.
In Section B question 7(b) the focus of the question is comparison. Therefore examiners must only credit points which are comparative.
Balanced Responses
Candidates are expected to produce a balanced response to the poetry comparison (Section B). Where responses are unbalanced, candidates will be self-penalising as they will not be able to access the higher bands of AO1, AO2 and AO3 which require a sustained focus on the task. All examiners will be provided with examples of balanced and unbalanced responses when marking is standardised, exemplifying how judgement is used.
3
Assessment Objectives
AO1 Read, understand and respond to texts to:
AO1:1a maintain a critical style. AO1:1b develop an informed personal response. AO1:2 use textual references, including quotations, to support and illustrate
interpretations.
AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
AO3 Show understanding of the relationships between texts and the contexts in which they were written.
AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Assessment objective coverage in Component 1
Assessment objective
Section A (a)
Section A (b)
Section B
AO1:1a
AO1:1b
AO1:2
AO2
AO3
AO4
4
SECTION A (SHAKESPEARE)
GENERIC ASSESSMENT OBJECTIVES GRIDS
Questions 1-5 (a) (extract)
The following descriptions have been provided to indicate the way in which progression within the criteria is likely to occur. Each successive description assumes demonstration of achievements in lower bands.
AO1 and AO2 are equally weighted in this question.
Total 15 marks
Band AO1:1a+b, AO1:2 AO2
5
13-15 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 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 accurately.
0 marks Nothing worthy of credit. Nothing worthy of credit.
5
Questions 1-5 (b) (essay)
The following descriptions have been provided to indicate the way in which progression within the criteria is likely to occur. Each successive description assumes demonstration of achievements in lower bands.
AO1 and AO2 are equally weighted in this question.
This assessment also includes 5 marks for accuracy in spelling, punctuation and the use of vocabulary and sentence structures (AO4). There is a separate assessment grid for AO4.
Total marks 20+5
Band AO1:1a+b, AO1:2 AO2
5
17-20 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 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 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 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
9-12 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
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 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 accurately.
0 marks Nothing worthy of credit. Nothing worthy of credit.
6
SE
CT
ION
B (
PO
ET
RY
)
GE
NE
RIC
AS
SE
SS
ME
NT
OB
JE
CT
IVE
S G
RID
Qu
es
tio
n 7
(a
)
Th
e f
ollo
win
g d
escrip
tion
s h
ave
be
en
pro
vid
ed
to
in
dic
ate
the
wa
y in
wh
ich
pro
gre
ssio
n w
ith
in th
e c
rite
ria
is lik
ely
to
occu
r. E
ach s
ucce
ssiv
e d
escrip
tio
n a
ssu
mes d
em
on
str
atio
n o
f a
chie
ve
men
ts
in lo
we
r b
an
ds.
AO
1,
AO
2 a
nd
AO
3 a
re e
qu
all
y w
eig
hte
d i
n t
his
qu
es
tio
n.
To
tal
15
ma
rks
Ban
d
AO
1:1
a+
b,
AO
1:2
A
O2
A
O3
5
13
-15
m
ark
s
Can
did
ate
s:
su
sta
in f
ocu
s o
n th
e ta
sk,
inclu
din
g o
ve
rvie
w,
co
nve
y id
ea
s w
ith
co
nsis
ten
t coh
ere
nce
an
d u
se
an
app
rop
ria
te r
eg
iste
r; u
se
a
se
nsitiv
e a
nd
eva
luative
app
roa
ch
to
the
task a
nd
an
aly
se
the
te
xt
cri
tically
; s
ho
w a
pe
rce
ptive
un
de
rsta
ndin
g o
f th
e t
ext,
en
gag
ing
fu
lly,
pe
rha
ps w
ith
so
me
orig
ina
lity in t
heir
pe
rson
al re
spo
nse;
the
ir
resp
on
se
s in
clu
de
pe
rtin
en
t, d
ire
ct
refe
ren
ces
fro
m a
cro
ss the
te
xt,
in
clu
din
g q
uo
tation
s.
Can
did
ate
s:
an
aly
se
and
app
recia
te w
rite
rs’ u
se
of
lan
gu
ag
e,
form
and
str
uctu
re, m
ake
assu
red
re
fere
nce
to
me
anin
gs a
nd
effe
cts
exp
lori
ng
a
nd
eva
lua
tin
g th
e w
ay m
ea
nin
g a
nd
ide
as a
re
co
nve
ye
d th
rou
gh
la
ng
ua
ge s
tru
ctu
re a
nd
fo
rm;
use
pre
cis
e s
ub
ject
term
ino
logy in
an
a
pp
rop
ria
te c
on
text.
Ca
nd
ida
tes:
sh
ow
an
assu
red
un
de
rsta
nd
ing
of
the
rela
tio
nsh
ips
be
twe
en
te
xts
an
d th
e c
onte
xts
in
wh
ich
the
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt, t
hose
of
pe
riod
, lo
ca
tio
n,
so
cia
l str
uctu
res a
nd
lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e
co
nte
xts
in
wh
ich
te
xts
are
eng
ag
ed w
ith
by d
iffe
ren
t a
ud
ien
ce
s.
4
10
-12
m
ark
s
Can
did
ate
s:
su
sta
in f
ocu
s o
n th
e ta
sk,
co
nve
y id
ea
s w
ith
co
he
rence
an
d u
se
an
a
pp
rop
ria
te r
egis
ter;
use
a t
hou
gh
tful ap
pro
ach
to
the
task;
sh
ow
a
se
cu
re u
nd
ers
tan
din
g o
f ke
y a
sp
ects
of
the
te
xt,
with
co
nsid
era
ble
e
ng
age
me
nt;
su
pp
ort
an
d justify
th
eir
resp
on
se
s b
y w
ell-c
hose
n
dir
ect
refe
rence
to
th
e t
ext,
in
clu
din
g q
uo
tatio
ns.
Can
did
ate
s:
dis
cu
ss a
nd
in
cre
asin
gly
a
naly
se
wri
ters
’ use
o
f la
ng
uag
e,
form
an
d s
tructu
re,
make
th
ou
gh
tful re
fere
nce
to
th
e m
ea
nin
gs a
nd
e
ffe
cts
of
sty
listic fe
atu
res u
sed
by t
he
wri
ter;
u
se
ap
t su
bje
ct
term
ino
log
y.
Ca
nd
ida
tes:
sh
ow
a s
ecu
re u
nde
rsta
ndin
g o
f th
e r
ela
tion
ship
s b
etw
ee
n
texts
an
d t
he
con
texts
in
wh
ich t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
3
7-9
m
ark
s
Can
did
ate
s:
focus o
n t
he t
ask, co
nve
y ide
as w
ith
ge
ne
ral coh
ere
nce
an
d u
se
a
mo
stly a
pp
rop
ria
te r
eg
iste
r; u
se
a s
tra
igh
tfo
rwa
rd a
pp
roa
ch
to
th
e
task;
sh
ow
an
und
ers
tan
din
g o
f ke
y a
sp
ects
of
the
te
xt,
with
e
ng
age
me
nt;
su
pp
ort
an
d justify
th
eir
resp
on
se
s b
y a
pp
rop
ria
te
dir
ect
refe
rence
to
th
e t
ext,
in
clu
din
g q
uo
tatio
ns.
Can
did
ate
s:
co
mm
ent
on
an
d b
egin
to
ana
lyse
wri
ters
’ use
o
f la
ng
uag
e,
form
an
d s
tructu
re,
make
som
e
refe
rence
to
me
anin
gs a
nd
effe
cts
;
use
re
leva
nt
sub
ject
term
ino
log
y.
Ca
nd
ida
tes:
sh
ow
an
und
ers
tand
ing
of
the
re
latio
nsh
ips b
etw
ee
n t
exts
a
nd
the
co
nte
xts
in w
hic
h t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
2
4-6
m
ark
s
Can
did
ate
s:
ha
ve
som
e fo
cu
s o
n t
he
task, co
nve
y id
ea
s w
ith
som
e c
oh
ere
nce
an
d s
om
etim
es u
se
an a
ppro
pri
ate
re
gis
ter;
use
a lim
ited
app
roa
ch
to
th
e ta
sk; sh
ow
som
e u
nd
ers
tan
din
g o
f ke
y a
spe
cts
of th
e te
xt,
w
ith
so
me e
nga
gem
ent;
su
pport
an
d justify
the
ir r
esp
on
se
s b
y s
om
e
dir
ect
refe
rence
to
th
e t
ext,
in
clu
din
g s
om
e q
uo
tatio
ns.
Can
did
ate
s:
reco
gn
ise
an
d m
ake
sim
ple
com
men
ts o
n
wri
ters
’ u
se
of la
ng
uag
e,
form
an
d s
tructu
re,
ma
y m
ake
lim
ited
re
fere
nce
to m
ean
ing
s a
nd
e
ffe
cts
; m
ay u
se
so
me
re
leva
nt
su
bje
ct
term
ino
log
y.
Ca
nd
ida
tes:
sh
ow
so
me
und
ers
tand
ing
of
the
re
latio
nsh
ips b
etw
ee
n
texts
an
d t
he
con
texts
in
wh
ich t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
1
1-3
m
ark
s
Can
did
ate
s:
ha
ve
lim
ite
d f
ocus o
n t
he t
ask, co
nve
y ide
as w
ith
occa
sio
na
l co
he
rence
an
d m
ay s
om
etim
es u
se
an a
pp
rop
ria
te r
eg
iste
r; u
se
a
sim
ple
ap
pro
ach
to t
he
ta
sk; sh
ow
a b
asic
un
de
rsta
nd
ing
of so
me
ke
y a
sp
ects
of
the t
ext,
with
a little
en
ga
gem
en
t; m
ay s
upp
ort
an
d
justify
th
eir
resp
onses b
y s
om
e g
ene
ral re
fere
nce
to
th
e te
xt,
p
erh
ap
s in
clu
din
g s
om
e q
uo
tatio
ns.
Can
did
ate
s:
ma
y m
ake
ge
ne
ralis
ed
com
men
ts o
n w
rite
rs’
use
of
lan
gua
ge
, fo
rm a
nd
str
uctu
re,
ma
y
ma
ke
basic
re
fere
nce
to
me
anin
gs a
nd e
ffe
cts
; m
ay u
se
so
me
sub
ject
term
inolo
gy b
ut n
ot
alw
ays a
ccu
rate
ly.
Ca
nd
ida
tes:
sh
ow
lim
ite
d u
nde
rsta
ndin
g o
f th
e r
ela
tio
nsh
ips b
etw
ee
n
texts
an
d t
he
con
texts
in
wh
ich t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
0 m
ark
s
Noth
ing
wo
rth
y o
f cre
dit.
Noth
ing
wo
rth
y o
f cre
dit.
No
thin
g w
ort
hy o
f cre
dit.
7
SE
CT
ION
B (
PO
ET
RY
)
GE
NE
RIC
AS
SE
SS
ME
NT
OB
JE
CT
IVE
S G
RID
Q
ue
sti
on
7 (
b)
Th
e f
ollo
win
g d
escrip
tion
s h
ave
be
en
pro
vid
ed
to
in
dic
ate
the
wa
y in
wh
ich
pro
gre
ssio
n w
ith
in th
e c
rite
ria
is lik
ely
to
occu
r. E
ach s
ucce
ssiv
e d
escrip
tio
n a
ssu
mes d
em
on
str
atio
n o
f a
chie
ve
men
ts
in lo
we
r b
an
ds.
In
Se
ctio
n B
qu
estio
n 7
(b)
the
focus o
f th
e q
ue
stio
n is c
om
pa
rison
. T
he
refo
re e
xa
min
ers
mu
st o
nly
cre
dit p
oin
ts w
hic
h a
re c
om
pa
rative
.
AO
1,
AO
2 a
nd
AO
3 a
re e
qu
all
y w
eig
hte
d i
n t
his
qu
es
tio
n.
To
tal
25
ma
rks
Ban
d
AO
1:1
a+
b,
AO
1:2
A
O2
A
O3
5
21
-25
m
ark
s
Com
pa
rison
is c
ritica
l, illu
min
atin
g a
nd
susta
ine
d a
cro
ss A
O1,
AO
2 a
nd
AO
3. T
he
re w
ill b
e a
wid
e r
an
gin
g d
iscussio
n o
f th
e s
imila
rities a
nd
/or
diffe
rence
s b
etw
ee
n t
he
po
em
s.
Can
did
ate
s:
su
sta
in f
ocu
s o
n th
e ta
sk,
inclu
din
g o
ve
rvie
w,
co
nve
y id
ea
s w
ith
co
nsis
ten
t coh
ere
nce
an
d u
se
an
app
rop
ria
te r
eg
iste
r; u
se
a
se
nsitiv
e a
nd
eva
luative
app
roa
ch
to
the
task a
nd
an
aly
se
the
te
xts
cri
tically
; s
ho
w a
pe
rce
ptive
un
de
rsta
ndin
g o
f th
e t
exts
, en
ga
gin
g
fully
, pe
rha
ps w
ith
so
me
orig
ina
lity in t
heir
pe
rson
al re
spo
nse;
the
ir
resp
on
se
s in
clu
de
pe
rtin
en
t, d
ire
ct
refe
ren
ces
fro
m a
cro
ss the
te
xts
, in
clu
din
g q
uo
tation
s.
Can
did
ate
s:
an
aly
se
and
app
recia
te w
rite
rs’ u
se
of
lan
gu
ag
e,
form
and
str
uctu
re, m
ake
assu
red
re
fere
nce
to
me
anin
gs a
nd
effe
cts
exp
lori
ng
a
nd
eva
lua
tin
g th
e w
ay m
ea
nin
g a
nd
ide
as a
re
co
nve
ye
d th
rou
gh
la
ng
ua
ge s
tru
ctu
re a
nd
fo
rm;
use
pre
cis
e s
ub
ject
term
ino
logy in
an
a
pp
rop
ria
te c
on
text.
Ca
nd
ida
tes:
sh
ow
an
assu
red
un
de
rsta
nd
ing
of
the
rela
tio
nsh
ips
be
twe
en
te
xts
an
d th
e c
onte
xts
in
wh
ich
the
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt, t
hose
of
pe
riod
, lo
ca
tio
n,
so
cia
l str
uctu
res a
nd
lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e
co
nte
xts
in
wh
ich
te
xts
are
eng
ag
ed w
ith
by d
iffe
ren
t a
ud
ien
ce
s.
4
16
-20
m
ark
s
Com
pa
rison
is f
ocussed
, co
here
nt
an
d s
usta
ine
d a
cro
ss A
O1
, A
O2
and
AO
3.
Th
ere
will
be
a c
lea
r d
iscussio
n o
f th
e s
imila
ritie
s a
nd/o
r diffe
ren
ce
s b
etw
ee
n t
he
po
em
s.
Can
did
ate
s:
su
sta
in f
ocu
s o
n th
e ta
sk,
co
nve
y id
ea
s w
ith
co
he
rence
an
d u
se
an
a
pp
rop
ria
te r
egis
ter;
use
a t
hou
gh
tful ap
pro
ach
to
the
task;
sh
ow
a
se
cu
re u
nd
ers
tan
din
g o
f ke
y a
sp
ects
of
the
te
xts
, w
ith
con
sid
era
ble
e
ng
age
me
nt;
su
pp
ort
an
d justify
th
eir
resp
on
se
s b
y w
ell-c
hose
n
dir
ect
refe
rence
to
th
e t
exts
, in
clu
din
g q
uota
tio
ns.
Can
did
ate
s:
dis
cu
ss a
nd
in
cre
asin
gly
a
naly
se
wri
ters
’ use
o
f la
ng
uag
e,
form
an
d s
tructu
re,
make
th
ou
gh
tful re
fere
nce
to
th
e m
ea
nin
gs a
nd
e
ffe
cts
of
sty
listic fe
atu
res u
sed
by t
he
wri
ter;
u
se
ap
t su
bje
ct
term
ino
log
y.
Ca
nd
ida
tes:
sh
ow
a s
ecu
re u
nde
rsta
ndin
g o
f th
e r
ela
tion
ship
s b
etw
ee
n
texts
an
d t
he
con
texts
in
wh
ich t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
3
11
-15
m
ark
s
Com
pa
rison
is f
ocussed
acro
ss A
O1
, A
O2
an
d A
O3
with
som
e v
alid
dis
cu
ssio
n o
f th
e s
imila
ritie
s a
nd/o
r diffe
ren
ce
s b
etw
ee
n t
he
po
em
s.
Can
did
ate
s:
focus o
n t
he t
ask, co
nve
y ide
as w
ith
ge
ne
ral coh
ere
nce
an
d u
se
a
mo
stly a
pp
rop
ria
te r
eg
iste
r; u
se
a s
tra
igh
tfo
rwa
rd a
pp
roa
ch
to
th
e
task;
sh
ow
an
und
ers
tan
din
g o
f ke
y a
sp
ects
of
the
te
xts
, w
ith
e
ng
age
me
nt;
su
pp
ort
an
d justify
th
eir
resp
on
se
s b
y a
pp
rop
ria
te
dir
ect
refe
rence
to
th
e t
exts
, in
clu
din
g q
uota
tio
ns.
Can
did
ate
s:
co
mm
ent
on
an
d b
egin
to
ana
lyse
wri
ters
’ use
o
f la
ng
uag
e,
form
an
d s
tructu
re,
make
som
e
refe
rence
to
me
anin
gs a
nd
effe
cts
;
use
re
leva
nt sub
ject
term
ino
log
y.
Ca
nd
ida
tes:
sh
ow
an
und
ers
tand
ing
of
the
re
latio
nsh
ips b
etw
ee
n t
exts
a
nd
the
co
nte
xts
in w
hic
h t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
2
6-1
0
ma
rks
Com
pa
rison
is g
en
era
l w
ith
som
e d
iscu
ssio
n o
f th
e o
bvio
us s
imila
rities a
nd
/or
diffe
rence
s b
etw
ee
n t
he
po
em
s.
Can
did
ate
s:
ha
ve
som
e fo
cu
s o
n t
he
task, co
nve
y id
ea
s w
ith
som
e c
oh
ere
nce
an
d s
om
etim
es u
se
an a
ppro
pri
ate
re
gis
ter;
use
a lim
ited
app
roa
ch
to
th
e ta
sk; sh
ow
som
e u
nd
ers
tan
din
g o
f ke
y a
spe
cts
of th
e te
xts
, w
ith
so
me e
nga
gem
ent;
su
pport
an
d justify
the
ir r
esp
on
se
s b
y s
om
e
dir
ect
refe
rence
to
th
e t
exts
, in
clu
din
g s
om
e q
uo
tation
s.
Can
did
ate
s:
reco
gn
ise
an
d m
ake
sim
ple
com
men
ts o
n
wri
ters
’ u
se
of la
ng
uag
e,
form
an
d s
tructu
re,
ma
y m
ake
lim
ited
re
fere
nce
to m
ean
ing
s a
nd
e
ffe
cts
; m
ay u
se
so
me
re
leva
nt
su
bje
ct
term
ino
log
y.
Ca
nd
ida
tes:
sh
ow
so
me
und
ers
tand
ing
of
the
re
latio
nsh
ips b
etw
ee
n
texts
an
d t
he
con
texts
in
wh
ich t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
1
1-5
m
ark
s
Com
pa
rison
is v
ery
lim
ited
. T
he
re m
ay b
e a
basic
aw
are
ness o
f th
e o
bvio
us s
imila
rities a
nd
/or
diffe
ren
ce
s b
etw
ee
n t
he
po
em
s.
Can
did
ate
s:
ha
ve
lim
ite
d f
ocus o
n t
he t
ask, co
nve
y ide
as w
ith
occa
sio
na
l co
he
rence
an
d m
ay s
om
etim
es u
se
an a
pp
rop
ria
te r
eg
iste
r; u
se
a
sim
ple
ap
pro
ach
to t
he
ta
sk; sh
ow
a b
asic
un
de
rsta
nd
ing
of so
me
ke
y a
sp
ects
of
the t
exts
, w
ith
a little
en
ga
ge
me
nt;
ma
y s
up
port
an
d
justify
th
eir
resp
onses b
y s
om
e g
ene
ral re
fere
nce
to
th
e te
xts
, p
erh
ap
s in
clu
din
g s
om
e q
uo
tatio
ns.
Can
did
ate
s:
ma
y m
ake
ge
ne
ralis
ed
com
men
ts o
n w
rite
rs’
use
of
lan
gua
ge
, fo
rm a
nd
str
uctu
re, m
ay
ma
ke
basic
re
fere
nce
to
me
anin
gs a
nd e
ffe
cts
; m
ay u
se
so
me
sub
ject
term
inolo
gy b
ut n
ot
alw
ays a
ccu
rate
ly.
Ca
nd
ida
tes:
sh
ow
lim
ite
d u
nde
rsta
ndin
g o
f th
e r
ela
tio
nsh
ips b
etw
ee
n
texts
an
d t
he
con
texts
in
wh
ich t
he
y w
ere
wri
tte
n,
inclu
din
g,
wh
ere
re
leva
nt,
th
ose
of
pe
riod
, lo
ca
tio
n, socia
l str
uctu
res
an
d lite
rary
co
nte
xts
su
ch
as g
en
re, a
nd
th
e c
on
texts
in
w
hic
h t
exts
are
en
ga
ge
d w
ith
by d
iffe
ren
t au
die
nce
s.
0 m
ark
s
Noth
ing
wo
rth
y o
f cre
dit.
Noth
ing
wo
rth
y o
f cre
dit.
No
thin
g w
ort
hy o
f cre
dit.
8
AO4
Level Performance Descriptors High Performance
4-5 marks
In 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 marks
In 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 Performance
1 mark
In 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 marks Candidates do not reach the threshold performance outlined in the performance descriptor above.
9
COMPONENT 2
GCSE ENGLISH LITERATURE
MARKING GUIDELINES
GENERAL INFORMATION
Marking should be positive, rewarding achievement rather than penalising failure or omissions. The awarding of marks must be directly related to the marking criteria. Examiners should use both the generic assessment grid and the indicative content marking guidance when assessing a candidate’s response.
Band Descriptors
When awarding a mark, examiners should select the band that most closely describes the quality of work being marked.
Where the candidate’s work convincingly meets the descriptors, the highest mark should be awarded;
Where the candidate’s work adequately meets the descriptors, the most appropriate mark in the middle range should be awarded;
Where the candidate’s work just meets the descriptors, the lowest mark should be awarded.
Examiners should use the full range of marks available to them and award full marks in any band for work that convincingly meets the descriptors in that band.
Indicative Content
The mark scheme instructs examiners to reward valid alternatives where indicative content is suggested for an answer. Indicative content outlines some areas of the text candidates may explore in their responses. This is not a checklist for expected content or a ‘model answer’. Where a candidate provides a response that contains aspects or approaches not included in the indicative content, examiners should use their professional judgement as English literature specialists to determine the validity of the response/interpretation in light of the text and the question asked. All questions provide opportunities for candidates to make informed, independent responses, and such opportunities need to be upheld in the marking. Valid alternatives should be rewarded where deemed appropriate, in line with the skills set out in the banded levels of response in the generic assessment grids.
In Section C question 17(b) the focus of the question is comparison. Therefore examiners must only credit points which are comparative.
Balanced Responses
Candidates are expected to produce a balanced response to the poetry comparison (Section C). Where responses are unbalanced, candidates will be self-penalising as they will not be able to access the higher bands of AO1 and AO2 which require a sustained focus on the task. All examiners will be provided with examples of balanced and unbalanced responses when marking is standardised, exemplifying how judgement is used.
10
AO1 Read, understand and respond to texts to:
AO1:1a maintain a critical style; AO1:1b develop an informed personal response; AO1:2 use textual references, including quotations, to support and illustrate
interpretations.
AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
AO3 Show understanding of the relationships between texts and the contexts in which they were written.
AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Assessment objective coverage in Component 2
Assessment objective
Section A Section B Section C
AO1:1a
AO1:1b
AO1:2
AO2
AO3
AO4
11
SECTION A (POST-1914 PROSE/DRAMA)
GENERIC ASSESSMENT OBJECTIVES GRIDS
Questions 1-10
The following descriptions have been provided to indicate the way in which progression within the criteria is likely to occur. Each successive description assumes demonstration of achievements in lower bands.
AO1 and AO2 are equally weighted in this question.
This assessment also includes 5 marks for accuracy in spelling, punctuation and the use of vocabulary and sentence structures (AO4). There is a separate assessment grid for AO4.
Total marks 35+5
Band AO1:1a+b, AO1:2 AO2
5
29-35 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.
4
22-28 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.
3
15-21 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.
2
8-14 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.
1
1-7 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 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.
0 marks Nothing worthy of credit. Nothing worthy of credit.
12
SE
CT
ION
B (
19
TH C
EN
TU
RY
PR
OS
E)
GE
NE
RIC
AS
SE
SS
ME
NT
OB
JE
CT
IVE
S G
RID
Qu
es
tio
ns
11
-16
Th
e f
ollo
win
g d
escrip
tion
s h
ave
be
en
pro
vid
ed
to
in
dic
ate
the
wa
y in
wh
ich
pro
gre
ssio
n w
ith
in th
e c
rite
ria
is lik
ely
to
occu
r. E
ach s
ucce
ssiv
e d
escrip
tio
n a
ssu
mes d
em
on
str
atio
n o
f a
chie
ve
men
ts
in lo
we
r b
an
ds.
AO
1,
AO
2 a
nd
AO
3 a
re e
qu
all
y w
eig
hte
d i
n t
his
qu
es
tio
n.
To
tal
ma
rks
40
Ban
d
AO
1:1
a+
b,
AO
1:2
A
O2
AO
3
5
33-4
0
mark
s
Candid
ate
s:
susta
in focus o
n t
he task,
inclu
din
g o
verv
iew
, convey id
eas w
ith c
onsis
tent
cohere
nce a
nd u
se a
n a
ppro
pria
te r
egis
ter;
use a
sensitiv
e a
nd e
valu
ative
appro
ach t
o the task a
nd a
naly
se the e
xtr
act
and w
ider
text
critically
; show
a
perc
eptive u
nders
tandin
g o
f th
e e
xtr
act and w
ider
text,
engagin
g f
ully
, perh
aps
with s
om
e o
rig
inalit
y in t
heir p
ers
onal re
sponse; th
eir r
esponses inclu
de
pert
inent,
direct
refe
rences fro
m a
cro
ss the e
xtr
act
and w
ider
text,
in
clu
din
g
quota
tio
ns.
Candid
ate
s:
analy
se a
nd a
ppre
cia
te w
rite
rs’ use o
f la
nguage, fo
rm a
nd
str
uctu
re; m
ake a
ssure
d r
efe
rence t
o m
eanin
gs a
nd e
ffects
explo
rin
g a
nd e
valu
atin
g t
he w
ay m
eanin
g a
nd id
eas a
re
conveyed t
hro
ugh la
nguage s
tructu
re a
nd f
orm
;
use p
recis
e s
ubje
ct te
rmin
olo
gy in
an a
ppro
pria
te c
onte
xt.
Candid
ate
s:
show
an a
ssure
d u
nders
tandin
g o
f th
e r
ela
tio
nship
s
betw
een t
exts
and t
he c
onte
xts
in
whic
h t
hey w
ere
w
ritt
en,
inclu
din
g,
where
rele
vant,
those o
f perio
d,
locatio
n, socia
l str
uctu
res a
nd litera
ry c
onte
xts
such a
s
genre
, and t
he c
onte
xts
in
whic
h texts
are
engaged w
ith
by d
iffe
rent audie
nces.
4
25-3
2
mark
s
Candid
ate
s:
susta
in focus o
n t
he task, convey ideas w
ith c
onsid
era
ble
cohere
nce a
nd u
se
an a
ppro
pria
te r
egis
ter;
use a
th
oughtf
ul appro
ach t
o t
he t
ask;
show
a s
ecure
unders
tandin
g o
f key a
spects
of th
e e
xtr
act
and w
ider
text,
with c
onsid
era
ble
engagem
ent; s
upport
and ju
stify
their r
esponses b
y w
ell-c
hosen d
irect
refe
rence t
o t
he e
xtr
act
and w
ider
text,
in
clu
din
g q
uota
tio
ns.
Candid
ate
s:
dis
cuss a
nd in
cre
asin
gly
analy
se w
rite
rs’ use o
f la
nguage,
form
and s
tructu
re; m
ake thoughtful re
fere
nce to the m
eanin
gs
and e
ffects
of sty
listic f
eatu
res u
sed b
y t
he w
rite
r;
use a
pt subje
ct te
rmin
olo
gy.
Candid
ate
s:
show
a s
ecure
unders
tandin
g o
f th
e r
ela
tio
nship
s
betw
een t
exts
and t
he c
onte
xts
in
whic
h t
hey w
ere
w
ritt
en,
inclu
din
g,
where
rele
vant,
those o
f perio
d,
locatio
n, socia
l str
uctu
res a
nd litera
ry c
onte
xts
such a
s
genre
, and t
he c
onte
xts
in
whic
h texts
are
engaged w
ith
by d
iffe
rent audie
nces.
3
17-2
4
mark
s
Candid
ate
s:
focus o
n the task, convey id
eas w
ith g
enera
l cohere
nce a
nd u
se a
mo
stly
appro
priate
regis
ter;
use a
str
aig
htforw
ard
appro
ach t
o t
he task;
show
an
unders
tandin
g o
f key a
spects
of th
e e
xtr
act
and w
ider
text,
with e
ngagem
ent;
support
and ju
stify
their r
espon
ses b
y a
ppro
pria
te d
irect
refe
rence to the e
xtr
act
and w
ider
text,
in
clu
din
g q
uota
tio
ns.
Candid
ate
s:
com
ment
on a
nd b
egin
to a
naly
se w
rite
rs’ use o
f la
nguage,
form
and s
tructu
re; m
ake s
om
e r
efe
rence t
o m
eanin
gs a
nd
eff
ects
;
use r
ele
vant subje
ct te
rmin
olo
gy.
Candid
ate
s:
show
an u
nders
tandin
g o
f th
e r
ela
tio
nship
s b
etw
een
texts
and t
he c
onte
xts
in
whic
h t
hey w
ere
writt
en,
inclu
din
g, w
here
rele
vant,
those o
f perio
d,
locatio
n,
socia
l str
uctu
res a
nd litera
ry c
onte
xts
such a
s g
enre
, and t
he c
onte
xts
in w
hic
h t
exts
are
engaged w
ith b
y
diffe
rent audie
nces.
2
9-1
6
mark
s
Candid
ate
s:
have s
om
e focus o
n t
he t
ask, convey id
eas w
ith s
om
e c
ohere
nce a
nd
som
etim
es u
se a
n a
ppro
pria
te r
egis
ter;
use a
lim
ited a
ppro
ach t
o t
he t
ask;
show
som
e u
nders
tandin
g o
f key a
spects
of th
e e
xtr
act and w
ider
text,
with
som
e e
ngagem
ent; s
upport
and justify
their r
esponses b
y s
om
e d
irect
refe
rence t
o t
he e
xtr
act
and w
ider
text,
in
clu
din
g s
om
e q
uota
tio
ns.
Candid
ate
s:
recognis
e a
nd m
ake s
imple
com
ments
on w
rite
rs’ use o
f la
nguage,
form
and s
tructu
re; m
ay m
ake lim
ited r
efe
rence t
o
meanin
gs a
nd e
ffects
;
may u
se s
om
e r
ele
vant subje
ct te
rmin
olo
gy.
Candid
ate
s:
show
som
e u
nders
tandin
g o
f th
e r
ela
tio
nship
s b
etw
een
texts
and t
he c
onte
xts
in
whic
h t
hey w
ere
writt
en,
inclu
din
g, w
here
rele
vant,
those o
f pe
rio
d,
locatio
n,
socia
l str
uctu
res a
nd litera
ry c
onte
xts
such a
s g
enre
, and t
he c
onte
xts
in w
hic
h t
exts
are
engaged w
ith b
y
diffe
rent audie
nces.
1
1-8
m
ark
s
Candid
ate
s:
have lim
ited f
ocus o
n the t
ask, convey id
eas w
ith o
ccasio
nal cohere
nce a
nd
may s
om
etim
es u
se a
n a
ppro
pria
te r
egis
ter;
use a
sim
ple
appro
ach to t
he task;
show
a b
asic
unders
tandin
g o
f som
e k
ey a
spects
of th
e e
xtr
act
and w
ider
text,
w
ith a
little
engagem
ent; m
ay s
upport
and justify
their r
esponses b
y s
om
e
genera
l re
fere
nce t
o t
he e
xtr
act
and w
ider
text,
perh
aps in
clu
din
g s
om
e
quota
tio
ns.
Candid
ate
s:
may m
ake g
enera
lised c
om
ments
on w
rite
rs’ use o
f la
nguage,
form
and s
tructu
re; m
ay m
ake b
asic
refe
rence to m
eanin
gs
and e
ffects
;
may u
se s
om
e s
ubje
ct te
rmin
olo
gy b
ut
not alw
ays a
ccura
tely
.
Candid
ate
s:
show
lim
ited u
nders
tandin
g o
f th
e r
ela
tio
nship
s b
etw
een
texts
and t
he c
onte
xts
in
whic
h t
hey w
ere
writt
en,
inclu
din
g, w
here
rele
vant,
those o
f perio
d,
locatio
n,
socia
l str
uctu
res a
nd litera
ry c
onte
xts
such a
s g
enre
, and t
he c
onte
xts
in w
hic
h t
exts
are
engaged w
ith b
y
diffe
rent audie
nces.
0
mark
s
Noth
ing w
ort
hy o
f cre
dit.
Noth
ing w
ort
hy o
f cre
dit.
Noth
ing w
ort
hy o
f cre
dit.
13
SECTION C (UNSEEN POETRY)
Generic Assessment Objectives Grid
Question 17 (a)
The following descriptions have been provided to indicate the way in which progression within the criteria is likely to occur. Each successive description assumes demonstration of achievements in lower bands.
AO1 and AO2 are equally weighted in this question.
Total 15 marks
Band AO1:1 a+b, AO1:2 AO2
5
13-15 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 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 evaluate 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; make basic reference to meanings and effects; may use some subject terminology but not always accurately or appropriately.
0 marks Nothing worthy of credit. Nothing worthy of credit.
14
SECTION C (UNSEEN POETRY)
Generic Assessment Objectives Grid
Question 17 (b)
The following descriptions have been provided to indicate the way in which progression within the criteria is likely to occur. Each successive description assumes demonstration of achievements in lower bands. In Section C question 17(b) the focus of the question is comparison. Therefore examiners must only credit points which are comparative.
AO1 and AO2 are equally weighted in this question. Total 25 marks
Band AO1:1 a+b, AO1:2 AO2
5
21-25 marks
Comparison 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.
4
16-20 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.
3
11-15 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.
2
6-10 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.
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 marks Nothing worthy of credit. Nothing worthy of credit.
15
Assessment of VSSP for candidates using a scribe in Component 1A and Component 2A
Candidates using a scribe can access some, or all, of the marks available for vocabulary, sentence structure, spelling and punctuation). The completed scribe cover sheet must be attached to the front cover of the script. This must indicate the extent to which the scribe has been used. Marks will be awarded as follows:
• Candidates who dictate their response are eligible for up to ½ of VSSP marks, i.e.those for vocabulary and sentence structure.
• Candidates who dictate their response and indicate punctuation are eligible for upto ¾ of VSSP marks, i.e. those for vocabulary, sentence structure and punctuation. However, to access these marks, the cover sheet must indicate that punctuation has been dictated. If not, the candidate will only be able to access up to ½ of the VSSP marks - those for vocabulary and sentence structure.
• Candidates who dictate their response, indicate punctuation and spell out everyword to the scribe, are eligible for up to all of the marks for VSSP.
However, it is anticipated that most candidates will be eligible for up to either ½ or ¾ of the VSSP marks. For candidates to access up to 100% of the VSSP marks, thecircumstances must be very clearly documented on the cover sheet.
These rules only apply to candidates using a scribe. If candidates, as an alternative, are able to use a word processor with the spell check and grammar check turned off, they will be able to access all of the marks for VSSP.
Instructions for examiners marking scribed responses
1. Assess the work for VSSP in accordance with the marking criteria as if thecandidate is eligible for all the VSSP marks. 2. Check the cover sheet to see what proportion of marks is available to thecandidate. 3. Convert the VSSP mark to reflect the correct proportion using the conversion tablegiven below.
VSSP mark If spelling and punc NOT dictated
If punc only dictated
If spelling and punc dictated
0 0 0 0 1 0 1 1 2 1 1 2 3 2 2 3 4 2 3 4 5 3 4 5
For example, if a response would have been awarded 4 marks if the use of the scribe is ignored, and the cover sheet states that neither punctuation nor spelling has been dictated, award 2. If the cover sheet states that punctuation has been dictated, award 3. In the unlikely event that both spelling and punctuation have been dictated, and the cover sheet clearly states this, award 4.
4. Finish marking the script and record your marks in the usual way.
16