Cover sample. Title runs here in font Times New Roman 36 pt.
Pearson Edexcel GCSE (9-1) English Language: New to Edexcel Presentation Title Arial Bold 7 pt 1 Image by Photographers Name (Credit in black type) or Image by Photographers Name (Credit in white type) Aims and Objectives Delegates will: - Be given an overview of the specification
- Be supported in starting to teach Edexcel English Language 2 GCSE English Language: Overview of the specification Changes to subject criteria
GCSE English Language Reading - 50% of the GCSE Students are required to answer questions on unseen 19th, 20th and 21st century texts These texts must cover fiction, non-fiction and literary nonfiction Writing - 50% of the GCSE SPaG has an increased weighting of 20% 4 Changes to subject criteria
Spoken Language endorsement Speaking and Listening is renamed as Spoken Language and assessed as a separate endorsement Students will be required to present to an audience a topic of their choice and listen to, and answer, questions Students presentations will be recorded and sent to the Awarding Body for moderation There are 2 assessment objectives: AO7: Demonstrate presentation skills in a formal setting. AO8: Listen and respond appropriately to spoken language, including to questions and feedback to presentations.
5 GCSE English Language 6 Key Features 7 Key Features
8 Key Features 9 Key Features 10 Assessment for Reading and
support GCSE English Language Assessment objectives for Reading 12 How are the assessment objectives assessed? AO1 is assessed in the first short questions on Paper 1 and Paper 2; it is also assessed via a synthesis question in Paper 2
AO2 is assessed in Q3 of Paper 1 and Q2, Q3, Q5 of Paper 2 AO3 is assessed in Q7b of Paper 2 AO4 is assessed in Q4 of Paper 1 and Q6 of Paper 2 13 Example of AO1 assessment Paper 1 Q2: From lines 13-19, give two ways the narrators behaviour shows that he is confident he will not be caught. Question 2 1. 'I smiled, for what had I to
fear' 2. 'wild audacity of my perfect triumph' 1. Covered up the evidence by placing a chair on top of the corpse 2. He was confident. Not insecure. 1. He smiled and welcomed the gentlemen into his home. 2. He showed the men
around and sat down with them. Mark Comments 2 This candidate gives two quotations to answer the question which is acceptable. 1 This answer achieves one mark for the first point but the second is not specific enough to
achieve a mark. 2 This candidate has used their own words to answer the question which is acceptable. The first answer could be credited as two points (smiled and welcomed). 14 How can students approach
these questions in the classroom? These questions are essentially retrieval questions they ask for explicit pieces of information from explicit lines. Students can use either their own words or direct quotations therefore it might be a good idea to encourage students to learn both approaches. There is no need to write anything extra therefore students need to practise reading the question carefully, locating the relevant lines, reading that section carefully and extracting the
relevant pieces of information. 15 AO2 assessment an extract Paper 1 Q3: In lines 12-29, how does the writer use language and structure to show the narrators thoughts and feelings? The writer shows that the narrator feels intrigued by the woman. He looked attentively which he wants to understand here because the adverb attentively has connotations of being eager to learn and alert.
The writer also tells the reader that it was nearly one oclock and by presenting this information in a short sentence, he suggests the narrator feels it is a surprising fact that she is out at this time. 16 Language and Structure In these questions, students need to ensure that they are selecting both language and structure features as well as answering the question.
It is not enough to simply list the features that the writer uses, they will need to show how the writer uses these features. It is always worthwhile reading the indicative content from the SAMs and the specimen papers carefully as they are a good guide to see what is meant by language and what is meant by structure. As with AO1, students need to practise reading the question carefully, locating the correct lines and picking out the relevant language and structure features in timed conditions. 17
AO4 - evaluate The introduction of this new assessment objective which requires students to Evaluate has raised many questions since the specifications have been developed. We have therefore developed a lot of support and run networks to explain how this new AO will work and how you can support your students in the classroom. The key to success in AO4 is that students need to: - focus on how well, not how - use evaluative language and offer an opinion or judgement - focus on settings, ideas, themes and/or events.
18 AO4 vs AO2 A key lesson which came out of our production of student exemplars was that students tended to give an AO2 rather than an AO4 response. Therefore, a useful starting point might be to compare the two AOs with the students. AO4: Evaluate texts critically and support this with appropriate textual references 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 19 AO4 - evaluate A quick ice breaker exercise which has worked well in the classroom is to ask students to evaluate either some pictures, what they watched on TV, the latest computer game etc. in pairs. Once they have done this for a couple of minutes, they
will realise that they have made a judgement, been positive or negative and reflected on their own needs and/or those of other audiences. This is exactly what they need to do when they evaluate texts they need to look at the overall bigger ideas and think about how successfully the writer has achieved the intended purpose of the text. 20 AO4 - SITE One way to approach AO4 both in the classroom and in
the assessment could be encourage students to think about SITE when looking at the texts. This means they need to consider Setting, Ideas, Theme and Events. These 4 big headings encourage students to move away from the pinpoint analysis required for AO2 and to look at the overall success of a text. REMEMBER: students do not always have to 100% agree that the writer was successful in putting across the purpose of the text. However, they must use evidence and evaluative language to justify their reasons.
21 AO4 Crafting a response 22 AO1 Synthesis This final element of AO1 is assessed through a discrete question in Paper 2- 7a). Students need to draw information from both texts.
This is not a comparison (AO3) as students select explicit information from both texts. It is therefore similar to the early retrieval questions but students need to do it across two texts. 23 AO1 Synthesis an extract Paper 2 Q7a):The two texts show people experiencing change. What similarities do the writers share in these extracts? Use evidence from both texts to support your
answer. Both writers describe a downgrade in space for their belongings. Text 1 narrates a downgrade to a thirty by thirty by seventy centimetre space, whilst Text 2 is to a house with two small but shipshape bedrooms Both use rhetorical questions to engage the reader with the change. Text 2 uses direct address also in the question A bit said, you say? and this is reflected in Text 1s ;youre taking a tracksuit?. The effect of this is to involve the reader, emphasising the emotions of change 24
AO3 Comparison Comparison of two texts has been a key part of the current GCSE The comparison will feature in Paper 2 and will therefore be on the non-fiction texts Ideas, perspectives, language, structure It will be the final question as by then candidates will have selected and synthesised, examined language and structure and evaluated texts they will know the texts very well.
25 AO3 Comparison an extract Paper 2 Q7b):Compare how the writers of Text 1 and Text 2 present their ideas and perspectives about possessions. One of the most noticeable differences between the two texts is that the discarding and selection of possessions in text 1 are forceful, necessary and that text 2s is optional and by choice. This arises from the setting of each extract the first text is set in a prison whereas the second is a move from a more comfortable huge
basement library with three bedrooms plus guest flat to two small but shipshape bedrooms. As a result, it is unsurprising there are differences in ideas In addition, the first text has a more cynical tone, factual and unrelenting. It is in the back-drop that the harsh reality of the lack of possessions in presented (first five books). The second has a more motherly yet humorous tone, which provides a more positive tone 26 Synthesis vs Comparison 7a asks students to synthesise material from the two texts:
1. the question will always ask for points of similarity between concrete ideas, such as people or places 1. 7b asks students to
compare material from the two texts: the question is always about presentation of ideas and perspectives in the texts which could be similarities and differences 27 Assessment for
writing and support GCSE English Language Assessment objectives for Writing 29 Imaginative Writing an extract Paper 1 Q5: Write about a time when you met somebody
new. Your response can be real or imagined. You may wish to base your response on one of the images. She was amazing. She was stunning. She was potent. She was the girl of my dreams and I wanted nothing more than her. She was perfect. My vivid and deluded imagination had left me with only one problem: I had never spoken to her. Until now The night of the party, it was raining. Heavily. It foretold me what was to come. I entered the house and the explosion of sounds resounded throughout my body 30
Support What support can I receive? Example papers: There are 3 sets of specimen papers on the website for Paper 1 and Paper 2, complete with mark schemes, plus the 2017 live papers. Exemplars: There are exemplars for every level for every question for Paper 1 and Paper 2, with some full paper responses. Unseen preparation anthology: There is
an anthology with 8 fiction texts and 8 pairs of non-fiction/literary non-fiction texts. Support for reading unseen texts: The Lets think in English resources are useful here. 32 What support can I receive? Support for reading unseen texts: The Lets think in English resources are useful here Support for writing and teaching grammar: There are 9 lessons from the Grammar for Writing
team to help you teach grammar and improve your students reading and writing SoW and planners: For you to cut and paste and amend as needed KS3 tests for Years 7, 8 and 9 Mapping documents if you are switching from another ABs specification 33 Our website
34 Personal support English Subject Advisor, Clare Haviland: [email protected] Tele: 0844 372 2188 http://www.edexcel.com/Subjects/English/Pages/Default.aspx English forum look at and participate in: www.community.edexcel.com/english/default.aspx Twitter: @PearsonTeachEng www.edexcel.com/learningforabetterfuture
35 Free and paid for Join a network event. These will be held in the Spring Term next training year. Keep an eye on the website to see times, dates and locations.
Book a visit from an English specialist by filling out the form on the website. These visits are free and the trainer can talk through any of the Network or Getting Ready to Teach materials with your department. Download our mocks marking packs these can be found on the training from Pearson website. 36 Pearson Paid-For Published
Resources Pearson Printed text book anthology; 6 tiered workbooks building reading and writing skills; Active Teach; assessment and revision resources. For more information, visit the Pearson website 37 Theres so much more to learn Find out more about our range of events at http://qualifications.pearson.com/training
Grupo llegará a mayor variedad de puntos de vista y soluciones. Obstáculo personal a la generación ideas siguen operando (temor hacer ridículo y criticar). Objetivos pocos claro y métodos mezclados Rasgos personalidad dificultan objetivos de las ideas. BRAINSTORMING (lluvias de...
Case 16 year old female with first unprovoked seizure, described as generalized tonic clonic Case 8 y/o with frequent episodes of staring, at times associated with lip smacking Introduction To Epilepsy Semiology diagnosis Treatment M. Scott Perry, M.D. Emory University...
Conversely, customers relinquish control over software versions or changing requirements; moreover, costs to use the service become a continuous expense, rather than a single expense at time of purchase. Using SaaS also can conceivably reduce that up-front expense of software...
Titration Calculations ... When the moles of acid equals the moles bases you have reached the… A) titration point B) end point C) equivalence point D) neutralization point 2) If 20. mL of 0.50 M HCl is titrated to equivalence...
SWBAT Demonstrate safe behavior and appropriate procedures in all science inquiry activities.Enter SilentlyGrab Materials, Notebooks, FoldersBegin Do Now1.Make an observation: look at the green cups in the front of the room (on the lab desk). Write down everything you see...
* * Up until then, an action was only considered a taking if the government took physical possession of the property Pennsylvania Coal was the first recognition of a regulatory taking That is, a situation where the government removed the...
Choices in Relationships Chapter Seven: Mate Selection Cultural Aspects of Mate Selection Endogamy Endogamy is the cultural expectation to select a marriage partner within one's own social group, such as race, religion, and social class.
Ready to download the document? Go ahead and hit continue!