1. GCSE English 2010 Course Code 9NEA06

2. GCSE English 2010 Course Objective Implementing the new specification
Aims
Develop an understanding of the structure of the
new specification
Gain insight into the potential teaching and learning
strategies applicable to the new specification
Understand the assessment implications of the new
specification
Introduction to the support and resources from Edexcel

3. GCSE English: overview of Specification and Assessment
Unit 1 20%
Pre-release non fiction texts: choice of digital or paper based
Writing task
Controlled Assessment
January and June
Unit 3 40%
Speaking & Listening
Reading response to poetry
Creative writing
Controlled Assessment
January and June
Unit 2 40%
Reading response to Shakespeare & Different Cultures prose
Practical writing task
Examination
January and June

4. Overview of Unit 1: English Today
Common unit with GCSE English
Pre-released contemporary non-fiction texts on two themes
Reading task to analyse key points of the texts: language, structure, presentation, layout
Writing task for a specified purpose, audience and form
Covers the criteria for Functional English Reading and Writing

5. Unit 1: English Today Controlled Assessment
Controlled Assessment is similar to coursework, but:
the tasks are completed under much more closely defined conditions for task setting, task taking and task marking

6. Making Controlled Assessment Work
Task setting is high control.
This means that Edexcel set a selection of tasks for centres to choose from.
Task Taking
Research & Planning is limited control. Students can complete research and preparation outside of the classroom.
Analysis and Evaluation is high control. The tasks must be completed in a time set by Edexcel completion under controlled conditions.
Task Marking is medium control. This means that you mark the Controlled Assessment task using the assessment criteria provided by Edexcel.

7. Controlled Assessment Guidance
New CA procedures
Preparation – selecting the texts and tasks
Timings – deciding when to complete these tasks
Supervision – Task completed under teacher supervision
Marking – teachers mark the work once using the Assessment Criteria published in the specification
Unchanged procedures
Moderation
Submitting the Marks – online
Submitting the Sample – Must include a range of marks including highest and lowest scoring candidates
Notes can be taken into the room. Notes are bullet points NOT the essay written out or any introduction/conclusion. Not scaffolding or teachers notes but they can have an essay plan
Clean copies of the texts can be taken into the CA. Notes with page numbers to the texts can be taken in.
Moderation is the same as current coursework procedures.

8. Unit 1: English Today
Task 1: reading task – compare the material from two texts from a selection provided by Edexcel. Students will:
make comparisons between texts
select appropriate details from texts to support ideas
explore how writers use presentation and language to communicate ideas and perspectives in the two texts
Task 2: writing task – complete one of two tasks on the chosen theme.
Students will:
make choices in their writing appropriate to audience and purpose
spell, punctuate and structure accurately and appropriately for purpose and effect

9. Unit 1: skills and choices
Cover all reading and writing skills required in the research and planning stage
Choices
Choose the theme that matches the students’ interest
Choose the two texts for comparison from six within the theme
Choose the writing task from a choice of two

10. Unit 1: English Today Reading Task Computer Games

11. Unit 1: English Today Reading Task
Your task is to compare the material from two texts on computer games.
In your comparison you must:
• explore how the writers communicate their ideas and perspectives
• comment on how the writers use presentation and language
• include examples to illustrate the points you make.

12. Unit 1: English Today Reading Task
One Centre’s approach
Learning Objective:
To apply knowledge of analysing language and presentation to two media texts and create a comparison.
Learning Outcomes:
You’re Good If… …you can identify & comment on simple features of language and presentation, using comparative connectives to present your ideas.
You’ll Be Better If:
…you can comment and compare how features are used to meet the purpose of the texts.

13. Unit 1: English Today Extract from student Exemplar work
Pack has 3 examples with commentaries and the AOS.

14. Unit 1 Reading
Band
• Some comparisons.
• Some exploration of the ideas and perspectives of the writers.
• Comments on images, presentation and language are included but
undeveloped.
• The selection of examples is valid but undeveloped.
Band –12
• Sound comparisons.
• Clear exploration of the ideas and perspectives of the writers.
• Comments on images, presentation and language are sound.
• The selection of examples is appropriate; shows some support of the points
being made.
Band 4 13–16
• Specific and detailed comparisons.
• Thorough exploration of the ideas and perspectives of the writers.
• Comments on images, presentation and language are detailed.
• The selection of examples is detailed, appropriate and supports the points

15. How to Develop Successful Unit 1 Skills
Activity Board
How to Develop Successful Unit 1 Skills
Further Research
Have a look at two websites aimed at teenagers and complete an analysis and evaluation sheet
Activity No.1
Compare the techniques used in two webpages using the framework of the task provided:
Greenpeace Climate Change webpage
A homepage of The Edge online gaming magazine
Examine two magazine articles aimed at persuading readers and complete the analysis and evaluation sheet of these texts
Activity No.4
Compare the different styles used in the two different newspapers using the framework of the task provided:
Brain training video games boost children’s intelligence from The Telegraph
Times article on air travel
Your task is to compare the material from two texts on one of the two themes and complete one of the writing tasks set.
Activity No.2
Compare the features of the two Guardian podcasts using the framework of the task provided:
The Lost World Discovered
Podcast with the creators of ‘Little Big Planet’
Create a list of dos and don’ts in using layout features such as bullet points, pictures, captions, text boxes
Activity No.3
Describe 4 advantages and
4 disadvantages of using podcasting
Create a list of Top Tips for creating a magazine cover aimed at year olds
NB: All students MUST complete the overall Orange activity.
In order to complete this you SHOULD complete three of four of the white activities.
If you have time you COULD complete one or more green activities.

16. Effectively presents ideas in a sustained way
Unit 1: English Today Student Exemplar Writing Task
Band
Effectively presents ideas in a sustained
way
Secure sustained realisation of purpose and
audience
Apt vocabulary and well controlled variety
of sentences
Secure organisation

17. Unit 2 : The Writer’s Craft Section A - SHAKESPEARE
Romeo and Juliet
Macbeth
The Merchant of Venice

18. Unit 2: The Writer’s Craft
2 hour examination
Foundation Tier – C-G grades available
Higher Tier – A*-D grades available (E awarded)
Section A – Shakespeare - 10% of GCSE English
Section B – Prose – 10% of GCSE English
Section C – Writing Task – 20% of GCSE English
First assessment June 2011
January and June examination series
Timings:
Shakespeare – 30 minutes – 24 marks
Different cultures – 30 minutes – 24 marks
Writing task – 60 minutes – 48 marks
BUT – should think of it as minute+ a mark. So marks = minutes = 30 mins; Students will need at least 5 minutes to read each extract on top of the 30 minutes.

19. Unit 2: The Writer’s Craft Section A - SHAKESPEARE
The question will be based on a short extract.
The extract will be selected from a significant part of the play.
The Act from which the extract is taken will be published on the Edexcel website - September for the January examination and January for the June examination.
For both HT and FT the question will have three parts.
The framework for each part of the question will be predictable.
Extract will be between lines dependent on stage directions and natural end points of the scene

20. Section A: SHAKESPEARE (the 3 part-question)
For both tiers:
part a) will focus on character in the extract.
part b )will focus on performance in a selected part of the extract.
part c) will take a theme, aspect or feature found in the extract and ask the candidate to discuss this in one other part of the play.
Foundation Tier candidates will be given supporting bullets for the part b question.

21. Some routes into the play and the 3 part question
Introducing the whole play: Perhaps explore themes/characters before the play is introduced.
Some tried and tested routes - telling the story, plot synopsis, use of graphic novels, Animated Tales, Kar2ouche site, etc.
Part a – preparing students for character: playing a selection of short key extracts, exploring the character within selected extracts – PEE; examples to support learning about character and relationships can be explored through different play adaptations/portrayals.
Part b – preparing students for performance: playing key extracts; investigating the language; exploring and comparing different adaptations; developing performance aspects.
Part c – explore significance of links across the play, including understanding main connections and themes. Try out some linking questions of your own.
PEE – means point, evidence, explain.

22. FOUNDATION TIER Romeo and Juliet - part a) question on CHARACTER
(a) From the extract, what do you learn about the character of Juliet?
Use evidence from the extract to support your answer. (7)
Juliet is impatient and wants to know if Romeo has arranged for them to get married. Juliet says that the Nurse has been away ‘three long hours, this shows Juliet is suffering, waiting for the Nurse.
Juliet is selfish when she says the Nurse is ‘ slow, heavy’. She is just criticising instead of praising her for her help, Juliet knows the Nurse is old, ‘old folks’.
Juliet is relieved when the Nurse appears and speaks urgently, ‘O God, she comes!’. Juliet thinks because the Nurse has a ‘sour face’ that the news is bad. The audience sees Juliet frustrated by the Nurse, ‘speak: good, good Nurse, speak.
This is the indicative content in ‘student speak’ to give teachers an idea of a model answer.

23. FOUNDATION TIER Romeo and Juliet - part a) question on CHARACTER
BAND 3
Generally sound or sound understanding of the character.
Consistently uses relevant examples from the text to support learning about the character.

24. FOUNDATION TIER Romeo and Juliet - part b) question on PERFORMANCE
(b) Using your understanding of the extract, explain how the following lines from the extract might be performed.
Nurse Fie, how my bones ache! What a jaunce have I!
Juliet I would thou hadst my bones, and I thy news.
Nay, come, I pray thee, speak: good, good Nurse, speak.
You may consider the following in your answer:
. actions
. positioning
. movement
. voice
. gesture
. facial expression
(7)

25. FOUNDATION TIER Romeo and Juliet - part b) response on PERFORMANCE
The Nurse could be wiping her forehead to show she is tired. Her other hand on her hip might show that she is aching from her long journey. The exclamation marks might tell the actress playing the Nurse to stress these lines.
Juliet could be on her knees with her hands outstretched to ask for news. Juliet’s face might show that she wants the Nurse to stop teasing her. Juliet repeats the word ‘good’ to show she knows that the Nurse will not give her answers if she shouts at her. I think they would be quite close to each other on the stage.

26. FOUNDATION TIER Romeo and Juliet - part b) response on PERFORMANCE
BAND 3
Generally sound or sound understanding of performance.
Explanation of effectiveness of dramatic techniques to show understanding of the text shows reasonable development with mostly relevant exemplification.
Clear, relevant textual references, which sometimes support reasons.

27. FOUNDATION TIER Romeo and Juliet - part c) question on ONE OTHER PART
(c) In this extract, Juliet’s love for Romeo is important
Comment on the importance of love in one other part of the play.
(10)
Love is seen when Romeo falls in love with Juliet at first sight at the Capulet ball. When they first meet they show their love by sharing the lines of a sonnet. They touch palms and he kisses her ‘by the book’. Before they can kiss again, the Nurse calls Juliet away. They have fallen in love but their happiness doesn’t last long.
They discover their families are enemies and they are devastated. Juliet says my only love from my only hate and Romeo talks about debt. The party began with the star-crossed lovers but ended sadly.

28. FOUNDATION TIER Romeo and Juliet - part c) question on ONE OTHER PART
BAND 3
Generally sound or sound reference to the idea supported by relevant textual reference.
Explanation of importance in context of another part of the play shows generally sound or sound understanding/connections made.

29. HIGHER TIER Romeo and Juliet - part a) question on CHARACTER
(a) Explain how Shakespeare presents the character of Juliet in this extract.
Use evidence from the extract to support your answer (7)
Juliet is energetic, impatient and passionate. Her poetic language tells the audience that she is eager to hear from her ‘sweet love’.
Juliet is critical of the Nurse for taking ‘three long hours’. She demonstrates her frustration and displeasure by saying the Nurse is ‘unwieldy, slow, heavy’.
When the Nurse finally appears, Juliet is seen to be not only impatient but observant as she assumes that the Nurse’s ‘sour face’ means ‘bad news’. Furthermore, when the Nurse delays giving Romeo’s news, Juliet’s eagerness turns to desperation, as she feels the Nurse is being deliberately obstinate: ‘come, I pray thee, speak: good, good Nurse, speak.’ Juliet balances her impatience with her understanding of how she needs to treat the Nurse.

30. HIGHER TIER Romeo and Juliet - part a) question on CHARACTER
BAND 3
Perceptive understanding of the character.
Candidate uses a variety of discriminating examples from the text to support learning about the character.
Selection of textual detail consistently appropriate and discriminating.

31. HIGHER TIER Romeo and Juliet - part b) question on PERFORMANCE
(b) Using your understanding of the extract, explain how the following lines from the extract might be effectively performed.
Nurse Fie, how my bones ache! What a jaunce have I!
Juliet I would thou hadst my bones, and I thy news.
Nay, come, I pray thee, speak: good, good Nurse, speak.
(7)

32. HIGHER TIER Romeo and Juliet - part b) response on PERFORMANCE
Juliet is likely to be walking impatiently about the stage as she waits for the Nurse to return with some news.
The Nurse could speak slowly to match her deliberate stalling of the news. This would contrast with Juliet’s impatience with the Nurse. The Nurse could be rubbing her back whilst Juliet attempts to sweet-talk the Nurse and massaging the Nurse’s back.
Juliet’s voice is likely to be sarcastic about the Nurse’s aches; maybe this sentence would be spoken in a different tone. Following this, Juliet’s voice would soften as she pleads with the Nurse to tell her the news.
Because the Nurse is playing with Juliet’s feelings, she might bring the audience into the joke by slyly winking at them.

33. HIGHER TIER Romeo and Juliet - part b) question on PERFORMANCE
BAND 3
Candidate shows perceptive understanding of performance.
Explanation of effectiveness of dramatic techniques to show understanding of the text is convincing with relevant exemplification, sustained throughout.
A variety of discriminating textual references, which support justified reasons.

34. HIGHER TIER Romeo and Juliet - part c) question on ONE OTHER PART
(c) This extract refers to Juliet’s love for Romeo.
Explore the significance of love in one other part of the play.
(10)
The significance of love is seen when Juliet hears from the Nurse about the death of Tybalt. At first she is distraught when she thinks Romeo has been killed. When she finds out the truth the audience sees her conflict. She is torn between her love for Romeo, her husband, and the different love she feels for Tybalt, her cousin. She shows her confusion through her use of oxymorons to describe Romeo. Although Juliet likens Romeo to both an angel and a fiend, eventually her powerful love for Romeo overcomes her love for Tybalt.

35. The audience sees that when the Nurse criticises Romeo, Juliet attacks her saying that Romeo is still her husband. Despite being upset, Juliet’s love for Romeo shines through her tears and she sends to Romeo, her ‘true knight’, a ring as proof of her love and commitment.

36. HIGHER TIER Romeo and Juliet - part c) question on ONE OTHER PART
BAND 3
Candidate makes convincing reference to the idea and supported by sustained relevant textual reference.
Explanation of importance/significance in context of another part of the play shows perceptive understanding/connections made.

37. Unit 2 : The Writer’s Craft Section B - PROSE
Anita and Me – Meera Syal
Balzac and the Little Chinese Seamstress – Dai Sijie
Heroes – Robert Cormier
Of Mice and Men – John Steinbeck
Rani and Sukh – Bali Rai
Riding the Black Cockatoo – John Danalis
To Kill a Mockingbird – Harper Lee
Suggested editions of texts are in Appendix 5 of Specification

38. Section B: Prose (the 3 part-question)
For both tiers:
part a will focus on character in the extract.
part b will focus on language in a selected part of the extract.
part c will take a theme, aspect or feature found in the extract and ask the candidate to discuss this in one other part of the novel/text.
Foundation Tier candidates will be given MUST DO bullets for the part c question.
These bullets focus the candidate’s response towards two AOs in the mark scheme for part c:
AO2ii interpretation
AO2iv context
For Higher Tier the key word is ‘significance’ and there is an instruction after the question that they MUST refer to context in the answer.

39. FOUNDATION TIER Of Mice and Men - part a) question on CHARACTER
7 (a) From this extract, what do you learn about the character of George?
Use evidence from the extract to support your answer. (7)
In the extract George protects Lennie and speaks for him. He doesn’t let Curley bully Lennie which show he is taking care of him. He isn’t scared of Curley but he doesn’t want to get into a fight with him because he doesn’t want to get into trouble as they have just got jobs on the ranch. He stands up to Curley by repeating ‘Yeh that’s the way.’ He is very brave. George shows his close relationship with Lennie as a big brother or Dad by defending him and when he nods slightly to Lennie telling him to answer.
This is the indicative content in ‘student speak’ to give teachers an idea of a model answer.

40. FOUNDATION TIER Of Mice and Men - part a) question on CHARACTER
BAND 3
Generally sound or sound understanding of the character.
Consistent use of relevant examples from the text to support learning about the character.
Example of a candidate who would be achieving high marks

41. FOUNDATION TIER Of Mice and Men - part b) question on LANGUAGE
7(b)Explain how the writer uses language to present Curley’s behaviour in the extract.
Use evidence from the extract to support your answer. (7)
In this extract language is used to present Curley’s behaviour, ‘he glanced coldly’ this shows that he was tense and unfriendly. ‘His arms gradual bent at the elbows and his hands closed into fists’ shows that Curley is getting aggressive, he even went into his fighting stance, ‘stiffened’. ‘Calculating’ shows he was working out what he should do and checking what kind of weakness was there. He is starting to get more aggressive, ‘Let the big guy talk’. Anger is flaring when Curley ‘lashes’ around. He uses the respected name Christ showing he does not respect much and does not have any manners. Curley is a mix of defensive and aggressive still flaring and his elbows were ‘still bent a little’. Curley is still not calmed down and he leaves the room defensive.

42. FOUNDATION TIER Of Mice and Men - part b) response on LANGUAGE
BAND 3
Generally sound understanding of how the writer uses language in the extract.
Examples are relevant

43. FOUNDATION TIER Of Mice and Men - part c) question on ONE OTHER PART
7(c) In the extract the reader sees aggressive behaviour.
Explain the importance of Curley’s aggressive behaviour towards others on the ranch in one other part of the novel.
In your answer you must refer to:
how the writer describes Curley’s aggressive behaviour
how Curley’s aggressive behaviour affects others (10)
The importance of Curley’s aggressive behaviour towards others on the ranch is because he has high status and is the bosses son. The other people are migrant workers which means temporary and so he can bully them. He needs to keep up his reputation because no one respects him or his wife so he needs people to be scared of him so his wife thinks he is tough and hard. His aggression happens when Curley fights with Lennie and Lennie crushes his hand. Curley is strong and bad and nobody likes him for that. Curley challenges everyone but couldn’t make it stick and then sees Lennie smiling and knows he is vulnerable so he starts a fight with Lennie. The others wanted to help Lennie when Curley cheap shots Lennie but George knew Lennie can back his self and is strong enough.

44. FOUNDATION TIER Of Mice and Men - part c) question on ONE OTHER PART
BAND 3
Generally sound or sound reference to the novel’s context supported by relevant textual reference.
Exploration of importance of theme in one other part of the novel shows generally sound or sound understanding.

45. HIGHER TIER Of Mice and Men - part a) question on CHARACTER
7(a)Explain how the writer presents the character of George in this extract.
Use evidence from the extract to support your answer.
In the extract George stands up to Curley’s aggressive behaviour, ‘tense and motionless’ . George answering back Curley shows he can handle himself and although he sees Curley as a threat is not going to let him bully Lennie. He is protective towards Lennie and looks after him. George shows good sense when lets Lennie answer Curley because he does not want the situation to get out of hand and he doesn’t want to lose their job on the ranch. George’s slight nod shows Lennie’s trust and George’s control in their relationship. George keeps up his guard until Curley has left the room, before showing his real feelings.

46. HIGHER TIER Of Mice and Men - part a) question on CHARACTER
BAND 3
Perceptive understanding of the character.
Candidate uses a variety of discriminating examples from the text to support comments about the character.

47. HIGHER TIER Of Mice and Men - part b) question on LANGUAGE
7(b)Comment on how language is used to present Curley’s behaviour in the extract.
Use evidence from the extract to support your answer.
Steinbeck uses language to present the character of Curley, such as adverbs to describe his actions, ‘he glanced coldly’ showing he is not being friendly or approachable. The description of the actions of a boxer ‘bent elbows’ and ‘closed fists’ show how the writer is setting up conflict. The word ‘pugnacious’ is good because it fits Curley’s aggression like a dog. He susses them out with ‘calculating’ checking out what kind of weaknesses are there. His way of ordering George about presents him as the person in control, aggressive and unfriendly. The word ‘lashed’ makes Curley’s movement seem like someone who is beating himself up as well as beating up others. When he leaves the room Steinbeck tells us that he goes out as aggressive as he came in with ‘elbows still bent a little.’

48. HIGHER TIER Of Mice and Men - part b) question on LANGUAGE
BAND 3
Perceptive understanding of the writer’s use of language in the extract.
Examples are convincing and relevant.

49. HIGHER TIER Of Mice and Men - part c) question on ONE OTHER PART
7(c) In the extract the reader sees aggressive behaviour.
Explore the significance of Curley’s aggressive behaviour towards others on the ranch in one other part of the novel.
You must refer to Curley’s status on the ranch in your answer. (10)
The significance of Curley’s aggressive behaviour stands out in the part where Curley fights with Lennie. Curley is very vicious and aggressive. Curley is aggressive because he is the bosses son. Most of the men are temporary workers, so he most likely will never see them again, so he thinks he can say or do anything he can as he is the boss’s son. Curley has high status mostly because of being the boss’s son. But he is threatened by big guys and feels insecure. The fight begins when Slim and Curley are arguing about Curley’s wife and Curley backs down when Slim is around.

50. Slim is more stronger and respected than Curley
Slim is more stronger and respected than Curley. Curley then turns on Carlson who says he is ‘yella’, then Candy joins in the attack because he sees a chance to bring Curley down and he will be backed up by the other men. Curley feels threatened and attacks Lennie as a vulnerable easy target. This is significant as it shows Curley avoiding losing face and status. George then tells Lennie to fight back and he crushes Curley’s hand. Slim takes charge and tells Curley to say he hurt his hand in a machine. And if he gets Lennie and George fired Slim will tell everybody how he got hurt and Curley’s status and reputation will be ruined. It is significant that when Curley leaves he doesn’t look at Lennie. Being the boss’s son has failed this time.

51. HIGHER TIER Of Mice and Men - part c) question on ONE OTHER PART
BAND 3
Candidate makes convincing reference to context supported by sustained relevant textual reference.
Exploration of significance of theme in one other part of the novel shows perceptive understanding.

52. Section B: Writing: FT with support HT without support
*11 Write an article for a teenage magazine with the title ‘The piece of modern technology I couldn’t do without’.
(48)
In your article, you may wish to include:
a description of what the piece of technology is
what it does and what its best features are
why it is important to you
as well as any other ideas you may have. OR
*12 Write a letter to your local newspaper suggesting how your neighbourhood could be improved.
In your letter, you may wish to include:
reasons why your local area needs to be improved
your suggestions for improvements
how local people and the local area would benefit

53. Guidance for approaching the Writing tasks
Similar questions to traditional transactional Writing tasks
Clear, accessible language, identifying audience, purpose and form
It is possible to use existing resources to prepare students
The students need to practise writing newspaper articles, formal reports, magazine reviews and contributions to a media programme
Students also need to think about contemporary issues, situations and problems related to their experience

54. Unit 2 The Writer’s Craft:
Teaching the prose text.
Making links to speaking and listening.

55. Jigsawing Spidergrams/jigsawing clip MPec
This is the first lesson of a second period of study of “Mice and Men” Objective is to re-acquaint students with characters in the novel.
If you were Jon’s colleague doing a peer observation, what might you say to him after this lesson in terms of
The positive features of the quality of learning you observe
Developments he might make to strengthen learning this lesson even further
MPec

56. To make this an effective S&L activity, students should:
Work independently to generate ideas and solve problems
Work collaboratively
Show initiative and willingness to take responsibility
Sustain concentration and responding to challenge
Respect each others’ views and work
Show that they are consolidating previous learning
Show evidence of new learning taking place

57. Improving drama-focused speaking and listening
St Peter’s kids prep for Hot-seating
Having watched it, he asks them to talk about why it was better than theirs….and then they move on and have another go
So learning is being given time to consolidate:
First try at hot-seating
Watch professional model
Discuss what professional did well
DO it again to consolidate learning.
Pretty close to Mercer’s themes emerge….explanation offered….revisited….consolidated.
MPec

58. Unit 3: Creative English
Speaking and Listening
The essentials are unchanged
3 tasks: Communicating and Adapting Language
Interacting and Responding
Creating and Sustaining roles
Poetry (reading) task
One task from a choice of four
Creative writing task

59. Unit 3: Creative English: Poetry(Reading)
Task: one from a choice of four themed collections
Open question asking the candidates to read, engage with, and interpret three poems - two taken from the chosen anthology and one selected by Edexcel from the Literary Heritage.
No comparison is required but may be part of the response.
written response (up to 1000 words) or
digital-media response
multi-modal response
examples of tasks: ‘explore the way poets present feelings and relationships… ideas about conflict… strong sense of location…strong attitudes.’

60. Example of a written poetry response Extract of a student response
…Throughout the poem it’s written in 3rd person then this small significant speech from one single soldier, is speaking for hundreds of thousands of soldiers fighting to save their country. It completes the poem and even though it’s a sense of desperation, there is also a hint of hope also.
The structure of this poem, it’s a bit like a sonnet, it also is quite rhythmic, and each line varies in length. Punctuation is used, for breath and also to help the reader keep to a rhythm.
The language changes, firstly its all about hope and you get a vision of what it looks like. Then the language starts getting angry, repetitive:
With bombs and guns and shovels and bottle gear…

61. Unit 3: Creative English Poetry Response
Part of a student’s response to one poem: ‘Attack’ by Seigfried Sassoon completed in 40 minutes in C A conditions.
This response is to the nominated Literary Heritage poem for Clashes and Collisions in the SAMs.
As it stands, if two other poems had a similar treatment, this response would be probably be mainly within the range of Band 3 (‘sound’).

62. Unit 3: Creative English Poetry (Reading)
Assessment Criteria Bands 3 and 4
Band 3
• Sound explanation of how the writer uses literacy techniques to create effect.
• Sound understanding of how techniques contribute to the effects created.
• Sound relevant connection made between techniques and presentational
features.
• Clear, relevant textual reference to support response.
Band 4
• Thorough explanation of how the writer uses literacy techniques to create
effect.
• Thorough understanding of how techniques contribute to the effects
created.
• Sustained relevant connection made between techniques and presentational
• Sustained, relevant textual reference to support response.

63. FREE printed Edexcel Anthology with FREE printed Teacher Guide
Teacher Guide features:
‘Pick up and go’ colour visual lesson plans provide suggested activities for every poem, with Access and Extend activities to support differentiation
all lesson plans also provided in editable Word format on the CD-ROM teaching resource
schemes of work for each collection
glossary helps students to access the language of each poem
scheme of work and guidance for the unseen poem.

64. FREE Poetry resources

65. Digital Anthology

66. Sample lesson plan from the Teacher Guide

67. Example of multi-modal poetry response
Click on ‘package’ below to launch an explanatory video

68. How to approach the creative writing task.
Choice of four tasks - students respond to one
Look at the 4 tasks, including the stimulus materials
Decide whether to offer the same task to the whole class or to offer individual students the choice of which task to choose
Note: although the Creative Writing tasks are labelled with the poetry themes, there is no requirement to choose the Creative Writing that thematically links to the poetry theme that the students are responding to
Release the task and the stimulus material to the students when you like
Responses may be narrative/description/monologue/script
The stimulus is to provide a starting point and can be interpreted openly by the candidates
Stimulus may include
Images
Video clip
Podcast
Examples of tasks: ‘Explore events…viewpoint…place…activity’

69. How to approach the Creative Writing task
Look at the 4 tasks, including the stimulus materials
Decide whether to offer the same task to the whole class or to offer individual students the choice of which task to choose
Note: although the Creative Writing tasks are labelled with the poetry themes, there is no requirement to choose the Creative Writing that thematically links to the poetry theme that the students are responding to
Release the task and the stimulus material to the students when you like

70. We offer you full support so you can be
We offer you full support so you can be confident teaching the new GCSEs
Lionel Bolton
Your Edexcel English subject advisor team Telephone on and at
Or visit the discussion forum at
Our free Ask the Expert service
Dedicated team of English specialists
Submit a question online to ‘Ask Edexcel’ service at
GCSE English 2010 website
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Face-to-face support from your Edexcel GCSE Consultants
Training – take part in our extensive programmes
Free ResultsPlus service and support

71. GCSE English and GCSE English Language Student Books
Access Core Extend
March 10 Jan 10 May 10
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72. Our published resources

73. Our own resources for the new GCSE specifications
An exact match to the new specifications
Written by an expert author team of experienced teachers and senior examiners including consultant Geoff Barton.
Grade-banded resources to support every student.
ResultsPlus activities and advice to help improve grades.

74. ActiveTeach – bringing lessons to life

75. Evaluation Guide
Straightforward guide to our suite of resources
Sample pages from the student and teacher resources
Details of how to save 30%

76. Thank you