Paper 1: Tues 6th June GCSE English Language Paper 2: Mon 12th June As we go through each question, add key tips to your P2 breakdown Paper 1: Explorations in creative reading and writing 1 hour 45 mins 50% Paper 2: Writer’s viewpoints and perspectives 1 hour 45 mins 50% Reading – 40 marks 15 mins read and plan Find four… 4 marks 5 mins Language 8 marks 10 mins Structure 8 marks 10 mins Evaluate 20 marks 20 mins Writing – 40 marks Describe or narrate : choice from two questions 24 content 45 mins 16 accuracy Reading – 40 marks 15 mins read and plan Select four… 4 marks 5 mins Comprehension 8 marks 8 mins Language 12 marks 12 mins Compare 16 marks 20 mins Writing – 40 marks Write in a viewpoint 24 content 45 mins 16 accuracy

AO1 – Identify and interpret explicit and implicit information Paper 1: Tues 6th June Paper 2 Q1 Paper 2: Mon 12th June RECAP: you will be retrieving answers from a given text; you will be given statements and asked to tick the four of them which are TRUE or FALSE. AO1 – Identify and interpret explicit and implicit information Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

P2 Q1 The question will be… Paper 1: Tues 6th June P2 Q1 The question will be… Paper 2: Mon 12th June Read again Source A from lines… Choose four statements below which are TRUE. • Shade the circles in the boxes of the ones that you think are true. • Choose a maximum of four statements. • If you make an error cross out the whole box. • If you change your mind and require a statement that has been crossed out then draw a circle around the box. [4 marks] Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

Paper 2 Q1 The examiner suggests… Tues 6th June Paper 2 Q1 Paper 2: Mon 12th June The examiner suggests… Spend maximum 5 minutes on this question The extract will be much trickier for paper 2, you need to ensure you read it carefully. The first four ticks will be marked, so if you make a mistake you need to clearly show that. Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

Example source Source A: 21st Century non-fiction Paper 1: Tues 6th June Example source Paper 2: Mon 12th June Source A: 21st Century non-fiction The Ghost Map by Steven Johnson An extract taken from The Ghost Map, published in 2006. READ THE BLURB… The Ghost Map is a modern account of the last but one cholera outbreak in London. Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

The question will be… Let’s have a go! Paper 1: Tues 6th June The question will be… Paper 2: Mon 12th June Read again Source A from lines 1 to 12. Choose four statements below which are TRUE. A. It is natural to think scavenging is wrong B. Dickens and Mayhew supported the use of scavengers C. The work of the scavengers was controlled by someone else D. The scavengers travelled around E. Scavengers were ahead of their time by re-cycling rubbish F. The Scavengers were not educated people G. There were two million scavengers in London. H. Mayhew describes the scavengers’ work as essential for the community. Let’s have a go! Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

The question will be… Let’s have a go! Paper 1: Tues 6th June The question will be… Paper 2: Mon 12th June Read again Source A from lines 1 to 12. Choose four statements below which are TRUE. A. It is natural to think scavenging is wrong B. Dickens and Mayhew supported the use of scavengers C. The work of the scavengers was controlled by someone else D. The scavengers travelled around E. Scavengers were ahead of their time by re-cycling rubbish F. The Scavengers were not educated people G. There were two million scavengers in London. H. Mayhew describes the scavengers’ work as essential for the community. Let’s have a go! Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

Paper 1: Tues 6th June P2 Q2 Paper 2: Mon 12th June You need to refer to Source A and Source B for this question. Use details from both Sources. Write a summary of the similarities/differences between ……. 8 marks (8 minutes) Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

Paper 2 Q2 mark scheme Paper 1: Paper 2: Tues 6th June Mon 12th June Level Skills descriptors Level 4 Perceptive summary 7-8 marks Shows perceptive synthesis and interpretation of both texts: ·Makes perceptive inferences from both texts ·Makes judicious references/use of textual detail relevant to the focus of the question ·Statements show perceptive differences between texts Level 3 Clear, relevant summary 5-6 marks Shows clear synthesis and interpretation of both texts: ·Makes clear inferences from both texts ·Selects clear references/textual detail relevant to the focus of the question ·Statements show clear differences between texts Level 2 Some attempts at summary 3-4 marks Shows some interpretation from one/both texts: ·Attempts some inference(s) from one/both texts ·Selects some appropriate references/textual detail from one/both texts ·Statements show some difference(s) between texts Level 1 Simple, limited summary 1-2 marks Shows simple awareness from one/both texts: ·Offers paraphrase rather than inference ·Makes simple reference/textual details from one/both texts ·Statements show simple difference between texts Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

Paper 1: Tues 6th June Paper 2 Q2 Paper 2: Mon 12th June To answer this question, you will need to read the whole of both sources. It will ask you to summarise similarities or differences between the texts. You need to use quotes in your answer. Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

Paper 1: Tues 6th June Paper 2 Q2 Paper 2: Mon 12th June You need to refer to Source A and Source B for this question. Use details from both sources to write a summary of the different ways poor people were affected by unemployment in 19th Century London. [8 marks] Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

Paper 2 Q2 Source A: 21st Century literary non-fiction Tues 6th June Paper 2 Q2 Paper 2: Mon 12th June Source A: 21st Century literary non-fiction An extract taken from The Ghost Map, a modern account of the last but one cholera outbreak in London by Steven Johnson, published in 2006. Source B: 19th Century non-fiction An extract taken from London Labour and the London Poor, a work of Victorian journalism by Henry Mayhew, published in 1851. 5 minutes reading time Bronze – some comment on writer’s methods Silver – explanation of methods used in both texts Gold – analyse the methods used in both texts, focusing on ideas and perspectives

Paper 2 Q2 Source A Source B Tues 6th June Paper 2 Q2 Paper 2: Mon 12th June Source A Source B Use details from both sources to write a summary of the different ways poor people were affected by unemployment in 19th Century London. Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

Paper 2 Q2 The examiner suggests: Write two paragraphs. Tues 6th June Paper 2 Q2 Paper 2: Mon 12th June The examiner suggests: Write two paragraphs. Remember you are writing about content not method for this question. Write a paragraph about Source A, then compare it with Source B in your second paragraph. Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

Paper 1: Tues 6th June Paper 2 Q2 Paper 2: Mon 12th June Statement (ways poor people were affected by unemployment in 19th Century) Evidence Inference Statement (how Source B is different to Source A) Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

Shared write – can we write a paragraph? Paper 1: Tues 6th June Paper 2 Q2 Paper 2: Mon 12th June Shared write – can we write a paragraph? Statement (ways poor people were affected by unemployment in 19th Century) Evidence Inference Bronze – make appropriate statements about the texts Silver – make clear inferences from the texts Gold – make perceptive inferences from the texts

P2 Q3 Paper 2 Question 3 = 12 marks and 12 minutes Paper 1: Paper 2: Tues 6th June P2 Q3 Paper 2: Mon 12th June Paper 2 Question 3 = 12 marks and 12 minutes Mark scheme from the exam board Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Paper 2 Q3 mark scheme Paper 1: Paper 2: Tues 6th June Mon 12th June Level Skills descriptors Level 4 – ‘Perceptive, detailed analysis’ 10-12 marks Analyses the effect of the writer’s choices of LANGUAGE Selects a judicious range of textual detail Makes a sophisticated and accurate use of subject terminology Level 3 – ‘clear, relevant explanation’ 7-9 marks Explains clearly the effects of the writer’s choices of LANGUAGE Selects a range of relevant textual detail Makes clear and accurate use of subject terminology Level 2 – ‘some understanding and comment’ 4-6 marks Attempts to comment on the effect of LANGUAGE Selects some appropriate textual details Makes some use of subject terminology, mainly appropriately Level 1 – ‘Simple, limited comment’ 1–3 marks Offers simple comment on the effect of LANGUAGE Selects simple references Makes simple use of subject terminology – not always appropriately

‘use language’ = always for a purpose! Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June AO2: explain, comment on and analyse how written texts use language to achieve effects and influence readers, using relevant subject terminology to support their views ‘use language’ = always for a purpose! Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Answering a language analysis question Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June Notes! What the examiner says: Bands 1/2 (marks 1-4) will miss out terminology when analysing the language, or use ‘sentence’ or ‘word’. Accurate terminology is VITAL for higher marks BUT useless without talking about the effect – don’t technique spot! Roughly, you should make 3 points about the language. This answer is longer than on paper 1 – so you are expected to give a more detailed response DO NOT use just one word quote – use the sentence to quote and THEN break it down to closely analyse one word from the sentence. Don’t write out a really long quote if you don’t need it – paraphrase it to include only the most important parts. Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Answering a language analysis question Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June Notes! What the examiner says: READ THE QUESTION CAREFULLY because you will be asked to focus on either text A, B OR specific extracts. The examiner advises that, even though it asks you to focus on a few specific lines, READ THE WHOLE EXTRACT FIRST to give you a better understanding of the text as a whole. Look for what makes the writing interesting. What does the writer want us to think and feel? Key words to use: INFLUENCE/REACT PREPARE: HIGHLIGHT TECHNIQUES & NOTE IMPACT Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Answering a language analysis question Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June You now need to refer only to Source B from lines 11 to 18. How does the writer use language to describe the scavengers? 12 marks Highlight techniques/key words etc. to plan a response to this question. Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Structuring your answer Paper 1: Tues 6th June Structuring your answer Paper 2: Mon 12th June Notes! Statement (idea) answering the question Evidence (remember you can shorten it but NOT just one word) Impact/Analysis of the quote Terminology (simile/metaphor/hyperbole etc) Close analysis of a particular word – the connotations/symbolism of that word Writer’s intentions Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.