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Welcome to parents and students How to do the best you can in the English examination.

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Presentation on theme: "Welcome to parents and students How to do the best you can in the English examination."— Presentation transcript:

1 Welcome to parents and students How to do the best you can in the English examination

2 Mrs Johnson KS4 co-ordinator Do not worry about referring to the booklet now – tomorrow each student will bring one home 1. The Controlled Assessments 2. What’s on the exam 3. What you can do to improve your child’s chances of success 4. Looking at example of past papers 5. Looking at examples of revision materials you can purchase 6. Question and Answer – over to you.

3 The Controlled Assessments ► English students Portfolio of pieces include: Writing about a Shakespeare play Writing about Of Mice and Men (USA novel) Writing about 2 poems Writing their own pieces of original work: i) a story based on a book, play or poem i) a story based on a book, play or poem ii) A piece of writing around their own lives English Language students 1. Writing about Of Mice and Men (USA novel) 2. Writing their own pieces of original work: i) a story based on a book, play or poem ii) Writing a rant – DON’T GET ME STARTED…… 3. Spoken language study

4 English students Unit 3 Understanding and Producing Creative Texts ► 40% Controlled 2 x 3-4 hrs A Understanding Creative Texts (20%) ► Up to three written responses from AQA task bank based on study of play by Shakespeare, a text from English Literary Heritage & one from different cultures (may use AQA Lit anthologies) ► Focus: Themes & Ideas + Characterisation & Voice B Producing Creative Texts (20%) Responses totalling approx 1600 words to 2 tasks from the task bank, based upon Moving Images, Prompts & Re-creations and Me, Myself, I. English Language students Unit 3 Understanding Spoken and Written Texts and Writing Creatively 40% Controlled A: Extended Reading (15%) (up to 4 hrs) 1 task from study of 1 extended text (incl any studied for Eng Lit) from any genre (e.g. collection of poems, short stories or non-fiction). AQA task bank focuses will be Themes & Ideas and Characterisation & Voice B: Creative Writing (15%) (up to 4 hrs) 2 non-fiction genre tasks (incl multi-modal option) from AQA task bank, Moving Images; Commissions & Re-creations C: Spoken Language Study (10%) (2- 3 hrs) 1 research focused task (6 provided in AQA task bank), exploring social attitudes, spoken genres or multi- modal talk.

5 EVERY STUDENT: ► Unit 2 Speaking & Listening 20% Controlled 3 equally weighted activities: presenting, discussion & listening; role-play

6 As you’ve probably been informed! ► Controlled assessments have to be done under examination conditions ► The students are prepared for them ► They can take a page of notes in with them ► The time allowed is generous ► We are trying to get the best out of the students. So, they can have another chance if they do not perform well, as long as they do not do the same title. ► Parents can help with any useful contextual information during the planning stage.

7 We are increasing our support: In addition to English lessons some students are having additional examination practice once a week with an English teacher.

8 Examination date ► English F and H ► English Language F and H STUDENTS WILL BE SITTING THE SAME EXAMINATION It lasts 2 hours 15 minutes Date for your diary = Tuesday 29 th May Duration = 2 hours and 15 minutes ► Section A = 1 hour 15 minutes ► Section B = 1 hour

9 English/English Language ► The CONTROLLED ASSESSMENTS are slightly different, but the examination for both of these are the same ► There are two tiers – Foundation and Higher ► With the Foundation paper – students can achieve a grade C and below ► With the Higher paper - students can achieve an A* and below

10 AQA GCSE English/English Language ► The examination board is the AQA ► Anyone can access the website and look at past papers, mark schemes

11 The layout of exam ► Examination is in two parts – Section A – Reading ► Reading three different types of text and answering questions about each one in turn and then comparing two of them ► Section B – Writing ► Shorter writing ► Longer writing

12 Skills required in Section A ► Reading means you read texts and you are graded on your comprehension or understanding of these three different texts ► What do the writers imply? ► What can you infer? ► Reading and answering the questions asked.

13 Section A ► Section by section – your parent booklet ► Reading and Writing non-fiction texts ► 1. First glance – ► 2. Take a closer look – ► 3. Focus on Shape ► 4. Zoom in on language ► 5. Piece together your GAP evidence

14 Section A ► All the skills on the previous slide – but students are advised to answer the questions bit by bit – 1. Read article 1 – answer the questions relating to that article 2. Read article 2 – answer the questions relating to that article 3. Read article 3 – answer the questions relating to that article 4. Finally use all the skills and put them all together. Biggest skill is to answer the questions you have been asked! Not something the student feels like saying. Waffle not required!

15 HOW to succeed? ► This is an improvement in the exam ► Take time and with pen in hand ► Read the first text ► Read the questions ► Highlight relevant sections of the text ► Read the questions one last time and write the answers in the booklet provided ► Each question has mark – student must understand how much writing and the type of answer is required

16 Section B ► We no longer know exactly what the students have to write about ► The AQA wish students to be prepared to write well in an entertaining manner for any purpose and not to produce anything to a set formula ► Write using a varied register – recognising the purpose for writing and the intended audience ► So all students must be able to write in a variety of sentences ► Structure their writing into paragraphs ► Write in a coherent way – introduction, main body and conclusion

17 These are the different types of writing you need to be aware of ► argue ► advise ► describe ► entertain ► instruct ► inform ► persuade

18 HOW can I tell which is which? Think: ► Why you are writing ► Who you are writing it for ► Purpose and Audience Look at the glossary in the parents booklet

19 It is all in the - Glossary ► There are many features of types of sentences and types of language – students will have been prepared to write for a number of purposes in the correct register. ► Register means the right type of voice/language for the situation.

20 Hey dude I need a job! Can I come and work for your company? I’m quite good at getting up most mornings. I can talk loads so no-one will ever be bored when I’m around! Get back to me. Laters.

21 TOP TIPS ► Read the question carefully ► Make sure you are writing for the correct purpose and you writing is suitable for the audience ► Write a plan ► Stick to the time limit ► Shorter writing – 25 minutes ► Longer writing – 35 minutes ► Write in a different style ► SHOW THE EXAMINER WHAT YOU CAN DO!

22 Improve your vocabulary ► Learn a new word every day! ► Go on line – Dictionary. com ► If you put a word into the search engine it will give you a little quiz about further vocabulary – everyone should be proud to know the meaning of a few more words – the examiners will sit up and take notice!

23 Play the Word Dynamo Challenge and turbo-charge your vocabulary Start Now

24 Suggestions ► Look at the exam papers so you can see precisely what the students have to do. ► If you are worried: ► Access the websites in the booklet

25 Revision guides ► Every possible guide available ► I have some examples ► We can order the CGP ones cheaper than school ► There are work booklets the students can do for themselves ► Amazon/WHS all well known stockists sell any number of revision guides – remember the exam board is AQA.

26 Please take a copy of ‘To the Top’ a booklet with plenty of examples of A grade responses and ideas.

27 Questions?

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