1. English – What you need to know 4 exams No coursework 1 x spoken word presentation Exam board

2. Starter On your table are example papers – using your post its, note down any challenges that you think a student could face when approaching this exam. Using your highlighter, highlight the key information on the front of each exam paper. What does a student NEED to know? English Language and English Literature

3. English Language Paper 1: 50% - 1 hour 45 minutes Lang Paper 1: Section A – reading comprehension Lang Paper 1: Section B – writing (creative Paper 2: 50% - 1 hour 45 minutes Lang Paper 2: Section A – reading comprehension Lang Paper 2: Section B – writing (persuasive/discursive) Specification 8700

4. SECTION A: READING – Assessment Objectives 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. Q1 on both papers Q2 on Paper 2 Q2&3 on Paper 1 Q3 on Paper 2 Q4 on Paper 2 Q4 on Paper 1

5. AO4: Making Evaluation Visible Let’s look at one together.

6. Sample Q4 Focus this part of your answer on the first half of the source, from line 1 to line 23. A student, having read this section of the text said: “The writer makes the stranger seem mysterious. There is something unusual about the man.” To what extent do you agree? In your response, you could: write about your own impressions of the character evaluate how the writer has created these impressions support your opinions with quotations from the text

7. Sample Q4 Focus this part of your answer on the first half of the source, from line 1 to line 23. A student, having read this section of the text said: “The writer makes the stranger seem mysterious. There is something unusual about the man.” To what extent do you agree? In your response, you could: write about your own impressions of the character evaluate how the writer has created these impressions support your opinions with quotations from the text Skills 1.Read and pick out detail from a text 2.Form an opinion 3.Pick out supporting evidence 4.Evaluate 5.Analyse 6.Write accurately

8. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious?

9. Is the stranger mysterious? What has made me think this? How on earth do I write this down? Typical student

10. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious?

11. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious? 1. The third person narrative creates a sense of distance between the reader and the mysterious ‘stranger’.

12. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious? 2. The noun phrase denies the stranger an individual identity that helps to establish him as a mysterious figure.

13. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious? 3. The lack of specificity serves to create the impression of some kind of legend or myth passed through different mouths.

14. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious? 4. The layering of clauses in the complex sentence suggests both a desire to define the mystery of the strange figure, whilst also highlighting his battle against the elements.

15. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious? 5. The adjectives used illustrate the brutal conditions confronted by the stranger, and help to create a sense of mystery by associating him with the cruel elements.

16. The stranger came early in February, one wintry day, through a biting wind and a driving snow, the last snowfall of the year, over the down, walking from Bramblehurst railway station, and carrying a little black portmanteau in his thickly gloved hand. Q. What makes the stranger appear mysterious? 6. The contrast between the ‘little’ black case and the ‘thickly gloved’ hand imply a sense of mystery, and suggests there is something unusual about the strange figure.

18. The language of evaluation I agree with the student in that I also feel… I feel the writer is successful in… An atmosphere of mystery is created when…

19. Have a go at the one you have in front of you. What would you pick out? Focus this part of your answer on the second part of the Source from line 19 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 references to the text

20. Timing… Language Paper 2 1 hour 45 minutes split up into questions Q1 – 4 marks - Q2 – 8 marks – Q3 – 12 marks Q4 – 16 marks Q5 – 24 marks for content 16 marks for SPaG Language Paper 1 1 hour 45 minutes split up into questions Q1 – 4 marks – Q2 – 8 marks – Q3 – 8 marks - Q4 – 20 marks Q5 – 24 marks for content 16 marks for SPaG Roughly a minute a mark

21. English Literature Paper 1: 40% - 1 hour 45 minutes Lit Paper 1: Section A – Shakespeare (Macbeth) Lit Paper 1: Section B – C19th novel (Jekyll & Hyde) Paper 2: 60% - 2 hours 15 minutes Lit Paper 2: Section A – Modern Texts (An Inspector Calls) Lit Paper 2: Section B – Poetry anthology (Love and Relationship cluster) Lit Paper 2: Section C – Unseen Lit Paper 2: Section D – Unseen comparison Specification 8702

23. Paper 1 Macbeth – 30 marks for content 4 marks for SPaG Jekyll & Hyde 30 marks for content 1 hour 45 minutes Need to know: 1.No texts 2.Extract 3.No choice of question 4.Text as a whole

24. Paper 2 Section A An Inspector Calls – 30 marks for content 4 marks for SPaG Section B Love & Relationship Poetry 30 marks for content Section C Unseen Poetry 1 – 24 marks Unseen Poetry 2 – 8 marks 2 hours 15 minutes Need to know: 1.No choice of question for Section B 2.Students will compare 2 poems they have studied. Need to know: 1.No texts 2.Choice of question for Section A 3.No extract given from the play Need to know: 1.Poems given 2.No choice 3.Analyse poem for a theme 4.Compare that poem to another unseen

25. How can you prepare for your English Language and Literature GCSEs?

26. Final admin… PPEs in January Assessments all the way through the year Intervention The website will have revision information Homework Theatre