GCSE 2017 Aims of this evening To know the format of the exams that - - PowerPoint PPT Presentation

GCSE 2017

Aims of this evening

• To know the format of the exams that

students will be sitting in June

• To understand the requirements of each of

the questions on the exam papers

• To provide some revision strategies for the

run up to the exam

Format for the session

• An introduction to the exam
• A question by question guide to exam with

revision tips for key sections

• A recap of the paper and some general

revision tips

• Q&A

Why this session?

• Since last year there have been huge changes to

the GCSE

• 1. We have moved to 100% terminal examination for

both Literature and Language

• 2. The grading system has changed from A*-G to the 1-

9 system

• 3. The curriculum has been significantly expanded
• 4. There are no tiers of entry for English
• 5. All GCSE Literature exams are closed book.
• Meaning..?

– There is more need than ever for students to be exam ready and parents to be in a position to help them.

The Generalities

ENGLISH LANGUAGE Paper 1- 1 hr 45mins (40%) Paper 2- 2 hrs (60%) Section A (15%) Unseen 19th Century Fiction 1 extract approx 650 words. 4 Questions 1, 2, 6, 15 marks respectively. Section A (35%) Comparison of two unseen texts from the 20th and 21st century One non-fiction; one literary non-fiction Extracts will be approximately 1000 words in total Section B (25%) Creative Writing Choice of 2 tasks linked to the theme of the 19th century fiction One task will include images to help students address the task. Section B (25%) Transactional Writing Choice of two tasks linked to the theme of the texts Newspaper articles, letters etc. ENGLISH LITERATURE

Paper 1- 1 hr 45 mins (50%) Paper 2- 2 hrs 15 mins (50%) Section A (25%) Shakespeare Two questions One based on a 30 line extract and one on the whole play Section A (25%) 19th Century Fiction Two questions One based on a 400 word extract and one on the whole novel Section B (25%) Post-1914 British Drama

• r Prose

Either DRAMA or PROSE Choice of essay questions SPaG is assessed Section B (25%) Poetry

One question comparing

• ne named poem from the

chosen anthology collection with another of the student’s choice from the collection One question comparing the two unseen contemporary poems

So?

• That’s a lot of exams… (7 ½ hours)
• That’s a lot of texts… (3 full texts,

plus 15 poems)

• However every student, regardless of

their examination board is facing the same thing.

Literature…

• This will be a whistle-stop tour of the literature

papers.

• These papers have changed the least – students

are being asked to write about the ideas and techniques in pieces of writing.

• This is pretty much the same as it has always

been.

• The main change is the fact that the exams are

closed book.

Paper 1

Our students have studied ‘Romeo and Juliet’ for their Shakespeare text and either ‘The Woman in Black’ by Susan Hill or ‘An Inspector Calls’ by J B Priestly

Students will need to navigate to the appropriate section

• f the exam booklet

– there will be a contents page to guide them

Section A

3 (a) Explore how Shakespeare presents Juliet’s relationship with her mother in this extract. Refer closely to the extract in your answer. (20) (b) In this extract, Juliet talks about taking revenge on Tybalt’s murderer. Explain the importance of revenge elsewhere in the play. In your answer you must consider:

• where revenge is shown
• how revenge affects those involved.

You should refer to the context of the play in your answer. (20) (Total for Question 3 = 40 marks)

This section is two distinct questions Question A is around the extract – this is where close language analysis is required. Students will need to use PETER paragraphs to analyse the text in detail. Question B is about the wider play – it requires knowledge of the plot, characters themes and how they appear in the play – it also means the students need to reference the context of the play too.

Section B

Essay writing style and accuracy is marked in this question Again context is featured in the question A single short quotation is the

• nly source from the text.

General points

• 1 hour and 45 minutes means that with

reading time built in there is about 45 minutes

• f answering the questions per section.
• Students will need to work fast and keep an

eye on the clock.

Paper 2

Our students have studied either ‘A Christmas Carol’ by Charles Dickens or ‘Dr Jekyll and Mr Hyde’ by Robert Louis Stephenson for their 19th Century fiction text the relationship cluster from the Edexcel poetry anthology (all students have been issued with this).

Section A

Extract focused with a need for language analysis – PETER paragraphs. Broader response taking in the whole novel is required here.

Students must talk about the rest of the novel – the mark scheme limits responses that only refer to the extract to less than half the marks

Section B

Students are given a copy

• f one poem – they must

compare it to another from their knowledge of the anthology

A very specific focus will be given in the questions The close language analysis will come from the poem that is printed – much broader points will be drawn from the second text.

A 20 mark question needs to be timed accordingly

Unseen Poetry Comparison

Students are given two short poems to compare. Again the focus is

• n the language,

form and structure – poetic techniques The question is a short and comparative response and timing is again crucial

Key messages for the literature papers

• Reading and revising the set texts is vital…
• But so is practising the questions – especially where

timing is a factor – namely in paper 2.

• Any form of revision notes and guides can be a

useful supplement, but the first port of call should be the notes from class and the exam booklets.

The Language Exams…

This is where exam technique is vital…

• Unlike the literature exams there no set texts

that can be revised…

• …however there is a large body of knowledge

that students can return to in their note books.

• The second component to their preparation

needs to be practise and exam technique.

What will the students have to do?

• Both paper 1 and paper 2 follow a roughly similar

format – reading unseen sources and answering increasingly demanding questions followed by a choice of two writing tasks.

• The reading sections will test students’ abilities in

reading and interpreting information, analysing language and structure and looking closely at the

• verall impact of a text.

Q1 and Q2

There will be only one acceptable answer to this question – it is simple information retrieval – in this instance a quotation will be needed. Again a limited number of acceptable answers will be available for this question – it is information retrieval, but can involve some interpretation as students can use their own words as well as quotations.

Specific lines are focused

• n – the answer must

come from these Quotations and direct references are required

Both language and structure must be written about to get more than 2/6 marks.

This is a fairly substantial question that should produce a1-2 sided response from students and cover at least 3 – if not 4 – points.

Q3

Question 4

• This is the big question for this section of the

paper.

• It is worth 15 marks of the 24 for the entire

section.

• If there is a place to focus attention in this

paper this would be it.

Evaluate is the key

• perational

verb in this question

• The final question in section A of the

paper is a focus on ‘evaluation’.

• This is a difficult skill, but in essence it is

about looking at taking analysis a step further and looking at the overall impact.

• Analysis is taking the text and looking at

how individual bits work.

• Evaluation is looking at how the whole

text works together.

I’m going to evaluate…

• My car is a Toyota Yaris Hybrid (2016 variant).
• The car is a practical super-mini for suburban driving.
• The car is a 5 door, 1.5 litre petrol electric hybrid with a decent size
• boot. My version is the T4.
• The car comes with electric windows front and back, dual zone

climate control, height adjustable driver’s seat, a 7 inch touchscreen for the entertainment system, satellite navigation, reversing camera, Bluetooth connectivity and cruise control. Basically it is fairly well equipped for such a small car.

• The interior is comfortable and well put together with good

adjustability for the driver, but the rear passengers suffer a little from a lack of headroom.

• The driving experiences is pleasant, with the engine generating little
• r no noise and the smooth automatic transmission and nicely

weighted steering.

• Overall the car provides a relaxing drive around town and the

suburbs, but lacks power on the open road. It is an ideal second car, especially for shorter runs around the houses and performs adequately elsewhere if you happen to be in the front seats.

Focus on the

• verall impact

Analysis

• f

individual aspects Focus on the overall impact

This question should…

• Take 30 minutes or thereabouts
• Be planned before being written
• Use evidence in the form of quotations
• Analyse language and evaluate the overall impact
• n the reader.

The theme of the extract is hiding a secret and the guilt that this can lead to. Because of this the tension is developed through the piece, and very quickly builds up in a short space of time. The idea of a secret is shown at the start of the extract and the way that this is described by the writer develops tension. The language used avoids description of whatever is being hidden, and because of this the reader feels a sense of intrigue initially. He writes 'deposited all between the scantlings', but 'all' is not specific. The use of the narrator's reflection on how well he has done to hide the item moves the reader from intrigue to concern. Because he uses the adverbs 'cleverly' and 'cunningly' the reader is manipulated into thinking that he is deliberately trying to conceal the item from someone else. The confirmation of the idea that something is wrong is seen in the use of 'wrong' at the end of the sentence. At this point the reader's tension has been built through the themes of intrigue and concern about what he has done. The language to describe what is not visible, the blood, shows us that whatever is hidden is something that was alive, and this confirms the suspicions we had. In the next section the narrator is telling us what the police say happened so the reader's tension is built. We are drawn into the idea that something could have happened and the evidence that is presented - a 'shriek had been heard by a neighbour', 'suspicion of foul play had been aroused', 'information had been lodged'. This evidence set against the evidence suggested in the previous paragraph effectively build tension by contrasting the ideas - the reader is led to wonder if what has been hidden is related to the possible incident that the police are investigating. The narrator has hinted that it is by saying 'for what had I now to fear?' The question in itself makes the reader tense, as they know that there is something to fear because of the blood and hidden item. In the next section the narrator's risky behaviour creates tension as the narrator tells us that he decides to almost show off what he has done - 'I bade them search - search well', 'I brought chairs into the room...placed my own seat upon the very spot beneath which reposed the corpse of the victim.' This behaviour creates divided emotions in the reader ' thinking that he is mad to take such risks as he is going to be caught by showing off and hoping that he will be caught. This division is tense and creates suspense very cleverly. In the next sections the narrator's thoughts and feelings begin to dominate rather than his actions. This builds tension as the reader becomes more aware of how he is feeling through his physical symptoms - 'My head ached, and I fancied a ringing in my ears'. We then experience the tension with him as he starts to feel unwell. From this point the focus is very much on the narrator's thoughts and feelings, rather than what the police are doing. This increases the tension as the reader is aware that it is not the police investigation that could incriminate him but he own behaviour as they 'chatted of familiar things' and cannot hear the noise he hears. The contrast between his behaviour and the police's behaviour becomes even more evident as his mental state deteriorates as he 'talked more quickly - more vehemently', 'argued about trifles, in a high key and with violent gesticulations'. The tension reaches its climax in the structure and language used by the narrator to show his feelings of guilt and paranoia. There are repeated exclamations and the verbs used to show what he does build tension by showing extreme actions 'I foamed! - I raved - I swore!' The pace becomes much quicker here due to the language and structure and this build tension because the reader feels things are moving very quickly. The contrast between the ideas of what he thinks the police are doing - 'They heard! -they suspected - they knew!' - and what they are actually doing -'chatted pleasantly, and smiled' - demonstrates to the reader his complete breakdown, creating a sense in the reader that he will be caught. The tension is brought to a final climax as the reader realises that he cannot continue with what he has done and must confess, which he finally does.

SECTION B – Imaginative Writing

Answer ONE question. You should spend about 45 minutes on this section. Write your answer in the space provided.

EITHER 5 Write about a time when you, or someone you know, tried to hide something. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (Total for Question 5 = 40 marks)

OR

6 Look at the images provided. Write about a frightening experience. Your response could be real or imagined. You may wish to base your response on one

• f the images.

Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (Total for Question 6 = 40 marks) TOTAL FOR SECTION B = 40 MARKS

It’s an either

• r question –
• nly one task

is to be completed

Key words from the exam board

• shapes audience response with subtlety, with

sophisticated and sustained use of tone, style and register

• manipulates complex ideas, utilising a range of

structural and grammatical features to support coherence and cohesion.

• uses an extensive vocabulary strategically; rare

spelling errors do not detract from overall meaning

• punctuates writing with accuracy to aid emphasis and

precision, using a range of sentence structures accurately and selectively to achieve particular effects.

It’s about…

• Control and shaping the work
• Range and variety or words, sentences and

paragraphs

• Accuracy in spelling, punctuation and

grammar

GCSE English Language

Paper 2 Non-fiction and Transactional Writing

1hr 15mins on Section A 45 mins on Section B 96 marks 60% GCSE

Section A- Reading Non-Fiction Texts

• 2 texts to read which will be linked by theme
• Q1-3 about Text 1
• 2 easy questions- 2 marks each

(go to given line numbers)

• Analyse language and structure- 15 marks
• Q4-6 about Text 2
• 2 easy questions- 1 mark each

(go to given line numbers)

• Evaluate how successful the text is- 15 marks
• Q7 about both texts
• a) Find similarities between the texts’ content- 6 marks
• b) Compare how the writers present their ideas about

a similar issue- 14 marks (Total 56marks)

Section B- Transactional Writing

• A Choice of 2 tasks
• 40 marks
• Form: Letter/article/speech/
• Audience: adults/ young people/ general
• Purpose: argue/persuade/advise/inform/

describe

• You must structure your writing effectively,

use a range of language features, SPAG

Easy Questions

Easy Questions

Q3- Getting tougher!

Language Adjectives to describe the service Adjectives to describe the agents Negative connotations of words Sibilance Humour (look at anecdotes and colloquial language) Questions Statistics Direct Speech Structure Short sentences Long complex sentences with use of brackets, dash, semi-colon Listing Repetition

NOTE – No matter

how good the response is and no matter how detailed it gets, without analysis of structure it cannot get above 6/15 marks!

What makes this a good response? What could you add to make it even better?

The language analysis and structure analysis is vague and non-specific in most places. The idea is to get specific detail about the impact of a technique on the reader.

Text 2 Easy Questions

Q6- Evaluation

• What does it mean to evaluate something?

What is his relationship with the girls? Who are they? What do they do? How do they interact with Leo? How do they feel about him? How does he feel about them?

What makes this a good response? What could you add to make it even better?

What makes this a good response? What could you add to make it even better?

Question 7a

Question 7b

• 1. Start with text 1 and skim read it to find the main idea of each paragraph
• 2. Find language and structure points you can use to explain how the main ideas are

presented

• 3. Identify the perspective of the writer- how does he/she feel about the issue?
• 4. Do the same for text 2

So…

• The reading section of this paper is worth a lot

more marks than any of the other sections of the two papers.

• It’s also complicated and relies on understanding

what each section of the paper is asking.

• It is weighted at 35% of the overall GCSE.
• It is important!

Section B- Transactional Writing

• A Choice of 2 tasks
• 40 marks
• Form: Letter/article/speech/
• Audience: adults/ young people/ general
• Purpose: argue/persuade/advise/inform/

describe

• Writing needs to be structured and crafted.

Some interesting things to note…

Purpose: to write an article for a newspaper – informative and persuasive Audience: newspaper readers. Candidates can choose which newspaper they are writing

• for. Some candidates may adapt their writing to suit the conventions of tabloid or

broadsheet newspapers. The focus is on communicating ideas about technology. This may involve a range of approaches and should be compelling. Form: the response should be set out effectively as an article; however, candidates may make some use of side-headings and bullet points. Credit should given to those answers that use any stylistic conventions of a newspaper article – this may have various forms but must include a heading, an introduction to the subject, a summary of the issues or ideas being considered, and a conclusion. Responses may: ฀ comment on the ways technology can track people, e.g. through use of social networking updates, using loyalty cards means businesses can see what you buy and send you offers ฀ say that technology invades our lives and offer examples of how it does this, e.g. social networking, keeping in touch with friends, text messages, applications on smart phones meaning phone can be used for many different functions ฀ ฀comment on who can use information shared through technology, e.g. the police can use CCTV in city centres to see what people do and where they go, tracking applications can be used by anyone to see where you are, social networking posts can be used by criminals to see when people are on holiday and burgle them ฀ comment on benefits, e.g. a tracking application can help if someone is lost or stranded, using technology means that supermarkets send you offers on things they know you buy or other personal anecdotes ฀ ฀some candidates may give points on both benefits and problems but other candidates may take one side only.

This is taken from the mark scheme supplied by the exam board

The candidates are asked to write something that looks and feel like a real world text. The content is even included in the mark scheme

So?

• Here the students need to be aware of –

– What they are being asked to create – Who they are aiming it at – What they are trying to achieve with it

• This means being aware of the conventions of

letter writing, formal applications, newspaper and other print based forms of non-fiction writing.

Key words to be aware of…

• Range – the exam board want to see different

types and lengths of sentences

• Variety – the exam board are looking for

paragraphing of different lengths used for specific effects

• Sophisticated – impressive vocabulary choices

and a good sense of control of the genre are what examiners are looking for

Revision tips for the writing sections

Our students tend to do well on the writing section – this is where their natural flair for language and communication ability can come through. However there are some things to focus on.

• Spelling: accuracy counts – ask if there are any

common errors that keep cropping up and work on them

• Grammar and punctuation – again accuracy is marked

– are the students a) proof reading b) secure about apostrophes etc?

• Practise planning – regardless of what they say,

students who plan do better; do they have planning strategies to avoid ‘writer’s block’?

• Practise timed writing – the best way to get good in

timed situations is to work in timed situations

Sources of help…

• The revision guide and workbook– we still

have copies available for £3.50 each.

• GCSE bitesize – accessible resources of

reasonable quality

• Mr Bruff and Cherwell school’s youtube videos

https://www.youtube.com/user/CherwellOnline https://www.youtube.com/user/mrbruff

• The school’s website, frog VLE, the T-drive.

BUT…

• Every student will have a booklet

with sample questions and responses for every section of every exam – 8 in total.

• These should be the first port of call.
• Each booklet has two full practise

papers available.

• The revision workbook have further

practise material as well.

The English Helpdesk

Wrestling with writing? Struggling with Shakespeare? Finding ‘The Woman in Black’ an up Hill battle?

Then we have the answer…

• Come to the English helpdesk on

Tuesdays from 3.30pm – 4.30pm in K01 for help with any English questions.

• Revision guides, online resources,

students mentors and teacher support will be available.

• Years 9,10 and 11 all welcome.

Thank you for listening – please feel free to ask questions