English 2015 onwards presentation

English 2015 onwards

GCSE English Language

Current

CAMBRIDGE IGCSE 40% coursework assessed

for writing 20%Speaking and

Listening count in 40% exam paper

assessed for reading

From Sept 2015

AQA GCSE ENGLISH 100% exam Speaking and listening

endorsement 2 exam papers weighted

as 50% each reading and writing

AO1 Identify and interpret explicit and implicit information and ideas.Select and synthesise evidence from different texts.

AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.

AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

AO4 Evaluate texts critically and support this with appropriate textual references.

AO 5 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

AO 6 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

What is assessed?







What is assessed?





Reading

AO1 Identify and interpret explicit and implicit information and ideas.

Select and synthesise evidence from different texts. 10%

AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using

relevant subject terminology to support their views. 17.5%

AO3 Compare writers’ ideas and perspectives, as well as

how these are conveyed, across two or more texts. 10%

AO4 Evaluate texts critically and support this with

appropriate textual references. 12.5%

Reading



Writing

AO 5 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support

coherence and cohesion of texts. 30%AO 6 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with

accurate spelling and punctuation. 20%

Writing

Paper 1 Section A: Sample question 1

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

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

a b c d

[4 marks]

Slide 21 Copyright © AQA and its licensors. All rights reserved.

Paper 1 Section A: Sample question 4

Focus this part of your answer on the second half of the source, from line 18 to the end.

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

To what extent do you agree?

In your response, you could:

• write about your own impressions of the characters• evaluate how the writer has created these impressions• support your opinions with quotations from the text.

[20 marks]


Paper 1 Section B: Sample question 5

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

Either: Write a description suggested by this picture:

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

[24 marks for content and organisation16 marks for technical accuracy]

[40 marks]


GCSE Literature

Current

100% exam 2 exam papers 2 texts Poetry anthology Unseen poetry

From Sept 2015

100% exam 2 exam papers 3 texts Poetry anthology Unseen poetry

AO1: Read, understand and respond to texts. Students should be able to:• maintain a critical style and develop an informed personal response• 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 Objectives

AO1: Read, understand and respond to texts. Students should be able to:• maintain a critical style and develop an informed personal response

• use textual references, including quotations, to support and

illustrate interpretations. 40%• AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology

where appropriate. 40% • AO3: Show understanding of the relationships between texts and

the contexts in which they were written. 15%• AO4: Use a range of vocabulary and sentence structures for clarity,

purpose and effect, with accurate spelling and punctuation. 5%

Assessment Objectives

Choose 1 from

Choose 1 from

Choose 1 from Poetry- Poems Past andPresent

The Strange Case of Dr Jekyll and Mr Hyde

Macbeth An Inspector Calls

Lord of the Flies

There is a choice of :

A Christmas Carol

Romeo and Juliet

Blood Brothers

AQA Anthology Telling Tales

Love and relationships

Great Expectations

The Tempest The History Boys

Animal Farm Power and conflict.

Jane Eyre The Merchant of Venice

DNA Never Let Me Go

+

Frankenstein Much Ado About Nothing

The Curious Incident of the Dog in the Night-Time (play script)

Anita and Me Unseen Poetry

Pride and Prejudice

Julius Caesar A Taste of Honey

Pigeon English

The Sign of Four

Content

Choose 1 from

Choose 1 from

Choose 1 from Poetry- Poems Past andPresent

The Strange Case of Dr Jekyll and Mr Hyde

Macbeth An Inspector Calls

Lord of the Flies

There is a choice of :

A Christmas Carol

Romeo and Juliet

Blood Brothers

AQA Anthology Telling Tales

Love and relationships

Great Expectations

The Tempest The History Boys

Animal Farm Power and conflict.

Jane Eyre The Merchant of Venice

DNA Never Let Me Go

+

Frankenstein Much Ado About Nothing

The Curious Incident of the Dog in the Night-Time (play script)

Anita and Me Unseen Poetry

Pride and Prejudice

Julius Caesar A Taste of Honey

Pigeon English

The Sign of Four

The boundary for the new

grade five will be set at about

half to two thirds of a GCSE

grade higher than the current requirement for

a grade C.

The bottom of a new grade four will

correspond to the bottom of a current

grade C

The same proportion of candidates will achieve a grade four or above as currently achieve a grade C or above. However, under the changes those candidates will be spread among six different grades (four up to nine), and not four (C up to A*) as at present, helping to distinguish between middle and top performers and giving pupils heading for grade C a higher goal to aim for.

CURRENT KS3 Curriculum

2014 CURRICULUM

• Currently structured around: Key concepts; Key processes; range and content and curriculum opportunities.

• Always been phrased as ‘Pupils should be able to…’

• Currently have ‘Speaking and Listening as a topic.

• New curriculum is more knowledge based, particularly based on knowledge of grammar and vocabulary.

• Now phrased as ‘Pupils should be taught to…’

• Will now be called ‘Spoken English’ (no comments on listening!)

• No reference to assessment yet!• Repetition of ‘challenging’ • Greater focus on Literature based

learning• Greater emphasis on planning,

drafting, editing and proofreading writing.

• GRAMMAR and VOCABULARY focus – similar to KS2 SPAG (This is equal to reading and writing)

Some differences:

New KS3 Curriculum from September 2014

READING1. develop an appreciation and love of reading, and read increasingly challenging material independently2. understand increasingly challenging texts3. read critically

GRAMMAR AND VOCABULARY1. consolidate and build on their

knowledge of grammar and vocabulary

2 plan, draft, edit and proof- read

SPOKEN ENGLISH.

speak confidently and effectively

WRITING1. write accurately, fluently, effectively and at length for pleasure and information2. plan, draft, edit and proof-read

New KS3 Curriculum from September 2014

READING1. develop an appreciation and love of reading, and read increasingly challenging material independently2. understand increasingly challenging texts3. read critically

GRAMMAR AND VOCABULARY1. consolidate and build on their

knowledge of grammar and vocabulary

2 plan, draft, edit and proof- read

SPOKEN ENGLISH.

speak confidently and effectively

WRITING1. write accurately, fluently, effectively and at length for pleasure and information2. plan, draft, edit and proof-read

Rigour at KS3Choice of texts far more demanding

Regular formal exam style assessmentsInformal assessment regular SPaG tests

Accelerated ReaderStructured schemes of learning ensure that all Assessments are focused on assessment

criteriaRegular review of groupings

How have we prepared for these changes at KS3?

Education

English 2015 onwards presentation