web viewyou will achieve 2 gcses in english. ... this question tests the ability to identify...

Churchill Academy

Guide to the WJEC 2015 – 2017 Specifications

WJEC – Language Exam only course

WJEC – Literature Exam only course

English 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 Language

Reading Section A Writing Section B

1 hour 45 minutes in total40% of the language GCSE

20%One fiction text to read (extract from a piece of 20th Century Literature)5 questions to answerTime recommended:10 minutes reading50 minutes answering questions40 marks

20%One fiction writing task -Creative writingTime recommended:10 minutes planning35 minutes writing40 marks

Paper Two Language

Reading Section A Writing Section B

2 hours in total60% of the Language GCSE

30%Two non-fiction texts to read (approx. one A4 size)6 questions to answer2 questions linking to each article2 comparative questionsTime recommended:10 minutes reading50 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 task5 minutes planning25 minutes writingYou must answer both questions40 marks

Paper One Literature

Section A Shakespeare Section B Poetry from 1789 to present day

2 hours40% of overall Literature GCSE

Romeo and JulietTwo QuestionsClosed book exam (no copies allowed in the exam)One extract questionOne essay question40 marks

Poetry AnthologyTwo QuestionsOne question on a specific poemOne question to compare the specified poem with a poem of your choice from the anthology40 marks

Paper Two Literature

Section A: 1914 onwards prose (fiction) or drama 20%

Section B: 19th Century Prose 20%

Section C: Unseen Poetry 20%

2 hours 30 minutes60% of overall Literature GCSE

Lord of the Flies or An Inspector CallsClosed book exam (no copies allowed in the exam)One questionExtract question and knowledge of the text40 marks

A Christmas CarolClosed book exam (no copies allowed in the exam)One questionExtract question and knowledge of the text40 marks

Two previously unseen poemsTwo questionsQuestion one: Essay on poem oneQuestion two: Comparative essay on poem one and the second unseen poem40 marks

WJEC English Language: Exam based only 2015 – 2017

You will sit 2 exams for the Language GCSE

Exam 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 questions

Section B - about 10 minutes planning-about 35 minutes writing

The 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 & B

AO1% A02% AO3% A04%

Paper One SECTION A READING

2.5%QuestionA1 (1a, 1b)

12.5%QuestionsA2 (1a, 1c)A3 (1a, 1c, 1d)A4 (1a, 1b, 1c, 1d)

0% - not assessed in this paper

5%QuestionA5(Single element AO)

What this means?

1a = identify explicit information1b = identify explicit ideas

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

Evaluate texts critically, supporting with evidence (quotes from the text)

A05% A06%

Paper OneSECTION BWRITING

12%B1 (1a, 1b, 1c,) (2a, 2b, 2c)

8%B1 (single element AO)

What this means?

1a = Write for different PAF1b = communicate clearly, effectively and imaginatively1c = Select and adapt tone, style and register2a = Organise information and ideas2b = Use structural and grammatical features2c = Write to support coherence and cohesion of texts

Use 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 information

This 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 sentences

No 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 comments

analyse how language and tone are used to achieve effects Subtleties 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

4 Marks make accurate comments begin to analyse how language and tone are used to achieve effects Subject terminology is used accurately to support comments effectively.

3 Marks Explanations made about how language is used to achieve effects and influence the reader

begin to show some understanding of language These responses will begin to use relevant subject terminology accurately to support their comments.

2 Marks identify and give straightforward comments simply identify language for effect some subject terminology.

1 Mark identify and begin to comment0 Marks Nothing worth of credit

Reading 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 Marks make 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 reader subtleties 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.

7-8 Marks makes accurate comments about the text relating to the question begin to analyse how language and tone are used to achieve effects

and influence the reader subject terminology is used accurately to support comments effectively.

5 – 6 Marks explain the text relating to the question begin to show some understanding of how language is used to achieve effects and influence

the reader responses will begin to use relevant subject terminology accurately to support comments.

3 -4 Marks identify and give straightforward comments on the text relating to the question simply identify some subject terminology

1 – 2 Marks identify and begin to comment on some aspects of the text relating to the question0 Marks Nothing worthy of credit

Reading response A4 (AO2 1a, b, c and d)


9 – 10 make accurate and perceptive comments about how a wide range of different examples create tension and drama

provide detailed analysis of how language and the organisation of events are used to achieve effects and influence the reader

subtleties 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.

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 Marks explain 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 reader responses will begin to use relevant subject terminology accurately to support their

comments.

3-4 Marks identify and give straightforward comments on some examples of tension or drama responses will simply identify some subject terminology.

1-2 Marks identify and begin to comment on some examples of tension or drama in the text

Reading 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 text

5-6 Marks give an evaluation of the text and its effects, supported by appropriate textual references.

show some critical awareness of the text3-4 Marks give a personal opinion supported by straightforward textual references.

show limited interaction with the text1-2 Marks express a simple personal opinion with linked basic textual reference0 Marks Nothing worthy of credit

Creative Writing Mark Scheme – AO5 & AO6AO5 Communication and organisation 24 marks AO6 Vocabulary, sentence structure, spelling and

punctuation 16 marksBand 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 structures virtually 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

secure a 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 marks sentence structure is varied to achieve

particular effects control of sentence construction is secure a 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

accurately most 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 precisionBand 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 meaning

communication is limited but clear

4-6 marks some 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 1

1-4 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 meaning

communication 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 Hours

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 questions

Section B - about 30 minutes on each question-about 5 minutes planning-about 25 minutes writing

The 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 answer

Section 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 & B

AO1% 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 information1b = identify explicit ideas1c = interpret implicit information1d = Interpret implicit ideas2a = Select evidence from different texts2b = Synthesise evidence from different texts


All of these compare across two or more texts:1a) compare writers’ ideas1b) Compare writers’ perspectives1c) Compare writers’ ideas and how these are conveyed1d) Compare writers’ perspectives and how these are conveyed

Evaluate texts critically, supporting with evidence (quotes from the text)

AO5 AO6Paper OneSECTION BWRITING30%

18%Questions:B1 (1a, 1b, & 1c)B2 (2a, 2b & 2c)

12%Questions:B1 & B2

Writing skills are all examined in both questions for the writing

What this means? 1a = Write for different PAF1b = communicate clearly, effectively and imaginatively1c = Select and adapt tone, style and register2a = Organise information and ideas2b = Use structural and grammatical features2c = Write to support coherence and cohesion of texts

Use 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 grid

A2 (AO2 1a, b, c and d)1a = identify explicit information1b = identify explicit ideas1c = interpret implicit information1d = Interpret implicit ideasBand 19 – 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 reader

Subtleties 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 27 – 8 marks

make 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 reader

Subject terminology is used accurately to support comments effectively.Band 35 – 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 reader use relevant subject terminology accurately to support their comments

Band 2 3 -4 marks

identify and give straightforward comments on some examples from the text relating to the question

simply identify some subject terminology.

Band 11-2 marks

identify 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 ideas

Three specific comprehension questions with answers

No mark scheme grid

Explanation 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 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 views in the textBand 47 – 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 views in the textBand 35 – 6 marks

give an evaluation of the text and its effects, supported by appropriate textual references. responses will show some critical awareness of views in the text

Band 23 – 4 marks

give a personal opinion supported by straightforward textual references responses will show limited interaction with views in the text

Band 11 – 2 marks

express a simple personal opinion with linked basic textual reference struggle to engage with the text and/or the question

A5 (AO1 2a and b)2a = Select evidence from different texts2b = Synthesise evidence from different texts4 marks synthesise with clear understanding and provide an overview drawn from a range of

relevant detail from both texts3 marks synthesise with some understanding a range of relevant detail from both texts2 marks select a range of relevant detail from both texts1 mark make some selection of relevant detail from both texts.A6 AO3All of these compare across two or more texts:1a) compare writers’ ideas1b) Compare writers’ perspectives1c) Compare writers’ ideas and how these are conveyed1d) Compare writers’ perspectives and how these are conveyedBand 19 – 10 marks

make comparisons that are sustained and detailed, showing clear understanding of how they are conveyed

Band 27 – 8 marks

make detailed comparisons, with valid comments on how they are conveyed,

Band 35 – 6 marks

identify similarities and differences and make some comparisons, commenting on how they are conveyed

Band 23 – 4 marks

identify and give a straightforward description of some of the main similarities and differences

Band 11 -2 marks

identify basic similarities and / or differences

Component 2 Writing Mark Scheme – Transactional Writing (x 2 tasks)AO5: Communication and organisation AO6: Spelling, punctuation, vocabulary and sentence

structuresBand 5 11-12 marks

shows sophisticated understanding of the purpose and format of the task

shows 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

writing communication has ambition and sophistication

8 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 accurately virtually 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 meaning

Band 4 8-10 marks shows 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/audience content 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 ambition

6-7 marks sentence structure is varied to achieve particular effects control of sentence construction is secure a 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 5-7 marks shows clear understanding of the purpose and format

of the task shows clear awareness of the reader / intended

audience register is appropriately adapted to purpose / audience content is developed and appropriate reasons are given

in support of opinions / ideas ideas are organised into coherent arguments there is some shape and structure in the writing

(paragraphs are used to give sequence and organisation)

communication has clarity and fluency

4-5 marks there is variety in sentence structure control of sentence construction is mostly secure a range of punctuation is used, mostly accurately most 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 2 -4 marks shows some awareness of the purpose and format of

the task shows 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 ideas some sequencing of ideas into paragraphs (structure /

direction may be uncertain) communication has some clarity and fluency

2-3 marks some 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 1 1-2 marks basic awareness of the purpose and format of the task some basic awareness of the reader / intended

audience some attempt to adapt register to purpose / audience

(e.g. degree of formality) some relevant content despite uneven coverage of the

topic content may be thin and brief simple 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 limited

1 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 vocabulary

WJEC English Literature: Exam based only 2015 – 2017

You will sit 2 exams for the Literature GCSE

Exam Paper One = 40% overall grade (Component 1) Time – 2 hours

The exam board recommends that you should spend the following time on each section: Section A - about 1 hourSection B - about 1 hour

The paper is split into Section A Shakespeare and Section B Poetry Anthology

Section 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, AO1:2 Ao2

513_15marks

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

Shakespeare question b: 5 marks grade descriptor and AO1 & AO2 grade descriptorsLevel descriptor Spelling, punctuation, vocabulary and sentence structuresHigh Performance4-5 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 performance2 -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 Performance1 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

Band AO1: 1a+b, AO1:2 AO25 17 – 20 marks




their responses include pertinent, direct references from across the text, including quotations.




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




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.


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.


may make limited reference to meanings and effects;


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.


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

Question A Poetry Anthology AO1, AO2 and AO3 are equally weighted across this questionAO1 AO2 AO3

Band 513 – 15 marks




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;


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 audience

Band 410-12 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.

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 marks



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;


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 marks



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;


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 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;


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 credit Nothing worthy of credit Nothing worthy of credit

Question B Poetry Anthology: A01, AO2 and AO3 are equally weighted across this this questionAO1 AO2 AO3

Band 521-25 marks

Comparison 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.


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;


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 416-20marks

Comparison 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.


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;



Band 311-15 marks

Comparison is focussed across AO1, AO2 and AO3 with some valid discussion of the similarities and/or differences between the poems.


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;



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;



Band 11 – 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;


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;


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 credit Nothing worthy of credit Nothing worthy of credit

Exam Paper Two = 60% overall grade (Component 2) Time – 2 hours 30 minutes

The 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 exam

Section 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 descriptor

Spelling, punctuation, vocabulary and sentence structures

High Performance4-5 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 performance2 -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 Performance1 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 aboveAO1 AO2

Band 529-35


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.




Band 422 – 28

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.




Band 315-21


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.




Band 28-14


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.


may make limited reference to meanings and effects; may use some relevant subject terminology.

Band 11-7


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.


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 weightedAO1 AO2 AO3

Band 533-40 marks


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: 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.





Band 317-24 marks



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.





Band 29-16 marks


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;



Band 11-8 marks


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;


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

O marks Nothing worthy of credit Nothing worthy of credit Nothing worthy of credit

Section A Unseen Poetry AO1 and AO2 are weighted equallyAO1 AO2

Band 513-15 marks




their responses include pertinent ,direct references from across the text, including quotations




Band 410 – 12 marks


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


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 37-9 marks


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


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 24-6 marks


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.



Band 11-3 marks


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.


make basic reference to meanings and effects; may use some subject terminology but not always

accurately or appropriately.

0 Nothing worthy of credit Nothing worthy of credit

Section B Unseen Poetry Comparative element AO1 and AO2 are weighted equally

AO1 AO2Band 521-25 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.


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.




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.


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;


Band 311-15 marks

Comparison is focussed across AO1 and AO2 with some valid discussion of the similarities and/or differences between the poems.



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;


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;


of the texts, with some engagement; support and justify their responses by

some direct reference to the texts, including some quotations.



Band 11-5 marks

Comparison is very limited. There may be a basic awareness of the obvious similarities and/or differences between the poems.



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.


make basic reference to meanings and effects; may use some subject terminology but not always

accurately or appropriately.

0 Nothing worthy of credit Nothing worthy of credit

web viewyou will achieve 2 gcses in english. ... this question tests the ability to identify...

Documents