ccea gcse specification in english language...3 subject content 7 3.1 unit 1: writing for purpose...
TRANSCRIPT
GCSE
CCEA GCSE Specification in
English Language
For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 5030
Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations
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2 Specification at a Glance
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3 Subject Content 7 3.1 Unit1:WritingforPurposeandAudienceandReadingtoAccess
Non-fictionandMediaTexts7
3.2 Unit2:SpeakingandListening 83.3 Unit3:StudyingSpokenandWrittenLanguage 93.4 Unit4:PersonalorCreativeWritingandReadingLiteraryand
Non-fictionTexts
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4 Scheme of Assessment 11 4.1 Assessmentopportunities 114.2 Assessmentobjectives 114.3 Assessmentobjectiveweightings 124.4 FunctionalEnglish 134.5 Qualityofwrittencommunication 134.6 Reportingandgrading
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5 Grade Descriptions
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6 Guidance on Controlled Assessment 17 6.1 Controlledassessmentreview 176.2 Skillsassessedbycontrolledassessment 176.3 Levelofcontrol 176.4 Tasksetting 176.5 Tasktaking 186.6 Taskmarking 216.7 Internalstandardisation 226.8 Moderation
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7 Curriculum Objectives 23 7.1 Cross-CurricularSkillsatKeyStage4 237.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4
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8 Links and Support 25 8.1 Support 258.2 Examinationentries 258.3 Equalityandinclusion 258.4
Contactdetails
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Appendix 1 GlossaryofTermsforControlledAssessmentRegulations
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Appendix 2 ControlledAssessmentTasksforUnit2:SpeakingandListening
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Appendix 3 ControlledAssessmentTasksforUnit3:StudyingSpokenandWrittenLanguageTask1:TheStudyofSpokenLanguageTask2:TheStudyofWrittenLanguage
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Appendix 4 AssessmentCriteriaforUnit2:SpeakingandListening
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Appendix 5 AssessmentCriteriaforUnit3:StudyingSpokenandWrittenLanguageTask1:TheStudyofSpokenLanguageTask2:TheStudyofWrittenLanguage
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SubjectCodeQAN
5030603/1346/8
ACCEAPublication©2017
Thisspecificationisavailableonlineatwww.ccea.org.uk
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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinEnglishLanguage.Wehavedesignedthisspecificationtomeettherequirementsof:
• NorthernIrelandGCSEDesignPrinciples;• NorthernIrelandGCEandGCSEQualificationsCriteria;and• SubjectCriteriaandRequirementsforEnglish.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.WehavestructuredthecoursetoconcentratethefunctionalaspectsofEnglishin:
• Unit1:WritingforPurposeandAudienceandReadingtoAccessNon-fictionandMediaTexts;and
• Unit2:SpeakingandListening.
StudentswhocompletetheseunitswillhavetheopportunitytoachievearecognitionofachievementinFunctionalEnglish.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:
• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk
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1.1 Aims Thisspecificationaimstoencouragestudentsto:
• demonstrateskillsinspeaking,listening,readingandwritingnecessarytocommunicatewithothersconfidently,effectively,preciselyandappropriately;
• expressthemselvescreativelyandimaginatively;• becomecriticalreadersofarangeoftexts,includingmulti-modaltexts;• usereadingtodeveloptheirownskillsaswriters;• understandthepatterns,structuresandconventionsofwrittenandspokenEnglish;
• understandtheimpactofvariationsinspokenandwrittenlanguageandhowtheyrelatetoidentityandculturaldiversity;and
• selectandadaptspeechandwritingtodifferentsituationsandaudiences.1.2 Key features Thefollowingareimportantfeaturesofthisspecification.
• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.
• Itisaunitisedspecification,allowingstudentsflexibilityinpreparingforassessment;studentscanenterforaunitwhentheyarereadytobeassessedandcanresiteachunitindividually.
• FromSummer2018,Units1and2willbeavailableinboththeSummerandJanuaryseries;Units3and4willbeavailablefromSummer2019andwillalsobeavailableeachJanuaryseriesfrom2020.
• ItallowsstudentstostudyEnglishandrelatedsubjectsatamoreadvancedlevel.• Thecourseoffersstudentsopportunitiestodevelopskillsforreal-lifecontextsandtoprogresstoemployment.
• Theseskillsareembeddedinthisspecification:- engagingwithandmakingfreshconnectionsbetweenideas,texts,wordsandimages;
- studyingspokenandwrittenlanguage,exploringhowlanguagevaries;- expressingideasandinformationclearly,precisely,accuratelyandappropriatelyinspokenandwrittencommunication;and
- formingindependentviewsandchallengingwhatisheardorreadonthegroundsofreason,evidenceorargument.
• StudentscanusetextsthattheyarestudyingforGCSEEnglishLiteratureasthestimulusforcontrolledassessmenttasks.
• Inrevisingthisspecification,weconsultedwithteachers,subjectadvisersandsubjectassociations.
1.3 Prior attainment Thisspecificationbuildsontheknowledge,understandingandskillsdevelopedthroughthestatutoryrequirementsforLanguageandLiteracy:EnglishwithMediaEducationatKeyStage3intheNorthernIrelandCurriculum.Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.
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1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis5030. Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.
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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.
Content
Assessment
Weightings
Availability
Unit1:WritingforPurposeandAudienceandReadingtoAccessNon-fictionandMediaTexts
ExternalwrittenexaminationUntiered1hour45minsStudentscompletefivetasks.
30% Summerfrom2018andJanuaryfrom2019
Unit2:SpeakingandListening
ControlledassessmentUntieredTeachersmarkthetasks,andwemoderatetheresults.
20% Summerfrom2018andJanuaryfrom2019
Unit3:StudyingSpokenandWrittenLanguage
ControlledassessmentUntieredTeachersmarkthetasks,andwemoderatetheresults.
20% Summerfrom2019andJanuaryfrom2020
Unit4:PersonalorCreativeWritingandReadingLiteraryandNon-fictionTexts
ExternalwrittenexaminationUntiered1hour45minsStudentscompletefourtasks.
30% Summerfrom2019andJanuaryfrom2020
Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.
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3 Subject Content Wehavedividedthiscourseintofourunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.FunctionalaspectsofEnglishareassessedinUnits1and2;themarkschemesreflectthis.Theseunitsassessstudents’abilitiesinFunctionalEnglish:reading,writing,andspeakingandlistening.3.1 Unit 1: Writing for Purpose and Audience and Reading to Access Non-fiction and Media Texts Inthisunit,studentsengagewithwritingandreadingtasks.Therearetwosectionsintheexaminationpaper.SectionAiswritingandthereisonetask.SectionBisreadingandtherearefourtasks.
Content
LearningOutcomes
SectionA:WritingforPurposeandAudience(Onetask–alllearningoutcomesareassessed.)
Studentsshouldbeableto:
• writeaccuratelyandeffectively;• useanappropriatewritingform;• expressideasand/orinformationpreciselyandaccurately;• selectvocabularytopersuadeand/orinformthereader;• useaccurategrammar,spellingandpunctuation;
SectionB:ReadingtoAccessNon-fictionandMediaTexts(Fourtasks,twooneachofthetexts–alllearningoutcomesareassessed.)
• readandunderstandtexts;• recognisetheeffectsoflanguagechoices;• developinterpretationsofwriters’ideas;and• explainandevaluatehowwritersuselinguistic,grammaticalandstructuralfeaturestoinfluencethereader.
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3.2 Unit 2: Speaking and Listening Inthisunit,studentsareassessedinthreecontrolledassessmenttasks:anindividualpresentationandinteraction,adiscussionandaroleplay.SeeAppendix4fortheassessmentcriteriaforUnit2.
Content
LearningOutcomes
Task1:Individualpresentationandinteraction(Alllearningoutcomesareassessed.)
Studentsshouldbeableto:
• communicateclearlyandeffectively;• presentinformationandideas;• usestandardEnglishasappropriate;• structureandsustaintalk;• chooseandadaptlanguageappropriatetoanaudience;• respondappropriatelytoquestionsandviewsofothers;
Task2:Discussion(Alllearningoutcomesareassessed.)
• interactwithothers;• makearangeofeffectivecontributions;• expressideasclearly,accuratelyandappropriately;• listenandrespondtoothers’ideasandperspectives;• challengewhattheyhearwhereappropriateandshapemeaningthroughaskingquestionsandmakingcommentsandsuggestions;
• useavarietyoftechniquesasappropriate;
Task3:Roleplay(Alllearningoutcomesareassessed.)
• createandsustaindifferentrolesfromarangeofreal-lifecontexts;and
• experimentwithlanguagetoengagetheaudience.
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3.3 Unit 3: Studying Spoken and Written Language Inthisunit,studentscompletetwocontrolledassessmenttasks.InTheStudyofSpokenLanguage,theycompleteonewrittenresponsethatenablesthemtoinvestigatethecharacteristicsof,andinfluenceson,twopiecesofspokenlanguage.InTheStudyofWrittenLanguage,studentscompleteonewrittenresponsethatenablesthemtodemonstrateknowledgeofcharacters,themesorgenreinaliterarytextortexts.StudentscanwriteaboutatextthattheyarestudyingforGCSEEnglishLiterature;however,theymustsubmitadifferentpieceofworkthatspecificallymeetstherequirementsofthistask.Centrescanadapttasksbychoosingatextthatmeetstheneedsoftheirstudents.Textschosenmustbeofanappropriatelevelofdemand.SeeAppendix5fortheassessmentcriteriaforUnit3.
Content
LearningOutcomes
Task1:TheStudyofSpokenLanguage(Alllearningoutcomesareassessed.)
Studentsshouldbeableto:
• understandthecharacteristicsofspokenlanguage;• understandinfluencesonspokenlanguagechoices;• exploretheimpactofspokenlanguagechoices;• understandhowlanguagevariesindifferentcontexts;
Task2:TheStudyofWrittenLanguage(Alllearningoutcomesareassessed.)
• readandunderstandtexts;• understandhowmeaningisconstructed;• recognisetheeffectoflanguagechoicesandpatterns;• selectmaterialappropriatetopurpose;• evaluatehowtextsmaybeinterpreteddifferentlydependingonthereader’sperspective;
• explainandevaluatehowwritersuselinguisticandpresentationalfeaturestosustainthereader’sinterest;and
• collatefromdifferentsourcesandmakeappropriatecomparisonsandcross-references.
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3.4 Unit 4: Personal or Creative Writing and Reading Literary and Non-fiction Texts Inthisunit,studentsengagewithwritingandreading.Therearetwosectionsintheexaminationpaper.SectionAiswritingandthereisonetask.SectionBisreadingandtherearethreetasks.
Content
LearningOutcomes
SectionA:PersonalorCreativeWriting(Onetask–alllearningoutcomesareassessed.)
Studentsshouldbeableto:
• writeclearlyandfluently(aswellasimaginatively,ifappropriate);
• organiseideastosupportcoherence;• useanappropriatewritingform;• selectvocabularyappropriatetothetasktoengagethereader;
• usearangeofsentencestructuresforeffect;• useaccurategrammar,spellingandpunctuation;
SectionB:ReadingLiteraryandNon-fictionTexts(Threetasks–alllearningoutcomesareassessed.)
• readandunderstandtexts;
• understandhowmeaningisconstructed;• recognisetheeffectoflanguagechoicesandpatterns;• selectmaterialappropriatetopurpose;• evaluatehowtextsmaybeinterpreteddifferentlydependingonthereader’sperspective;and
• explainandevaluatehowwritersuselinguisticandpresentationalfeaturestosustainthereader’sinterest.
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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Therewillbetwoexaminationseriesavailable,oneinSummerandoneinJanuary.ControlledassessmentunitswillalsobeavailableinSummerandJanuary.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearefourassessmentobjectivesforthisspecification.Speaking and Listening (AO1) Candidatesmust:
i. speaktocommunicateclearlyandpurposefully;structureandsustaintalk,adaptingittodifferentsituationsandaudiences;usestandardEnglishandavarietyoftechniquesasappropriate;
ii. listenandrespondtospeakers’ideasandperspectives,andhowtheypresentmeaning;
iii. interactwithothers,shapingmeaningsthroughsuggestions,commentsandquestionsanddrawingideastogether;and
iv. createandsustaindifferentroles.
Study of Spoken Language (AO2) Candidatesmust:
i. understandvariationsinspokenlanguage,explainingwhylanguagechangesinrelationtocontexts;and
ii. evaluatetheimpactofspokenlanguagechoicesintheirownandothers’uses.
Studying Written Language (AO3) Candidatesmust:
i. readandunderstandtexts,selectingmaterialappropriatetopurpose,collatingfromdifferentsourcesandmakingcomparisonsandcross-referencesasappropriate;
ii. developandsustaininterpretationsofwriters’ideasandperspectives;andiii. explainandevaluatehowwritersuselinguistic,structuralandpresentational
featurestoachieveeffectsandengageandinfluencethereader.
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Writing (AO4) Candidatesmust:
i. writetocommunicateclearly,effectivelyandimaginatively,usingandadaptingformsandselectingvocabularyappropriatetotaskandpurposeinwaysthatengagethereader;
ii. organiseinformationandideasintostructuredandsequencedsentences,paragraphsandwholetexts,usingavarietyoflinguisticandstructuralfeaturestosupportcohesionandoverallcoherence;and
iii. usearangeofsentencestructuresforclarity,purposeandeffect,withaccuratespelling,punctuationandgrammar.
4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.
AssessmentObjective
UnitWeighting(%) OverallWeighting
(%)ExternalAssessment
ControlledAssessment
ControlledAssessment
ExternalAssessment
Unit1 Unit2 Unit3 Unit4
Task1 Task2
AO1 20 20
AO2 10 10
AO3 12.5 10 12.5 35
AO4 17.5 17.5 35
TotalWeighting 30 20 10 10 30 100
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4.4 Functional English Inthisspecification,thetermFunctionalEnglishreferstotheskillsandabilitiesstudentsneedtodevelopasayoungpersonandasanindividual,andasacontributortosociety,theeconomyandenvironment.Theseskillsenablestudentstooperateconfidently,effectivelyandindependentlyineducation,workandeverydaylife.AssessmentandreportingofperformanceinFunctionalEnglishisbasedonUnits1and2.Candidatesareassessedonthreeelements:reading,writing,andspeakingandlistening.Candidatesdemonstratetheirskillsinarangeofcontextsandforvariouspurposes.4.5 Quality of written communication InGCSEEnglishLanguage,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:
• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;
• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and
• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.
Qualityofwrittencommunicationisassessedinresponsestotasksthatrequireextendedwriting.4.6 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:
Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).TheachievementinFunctionalEnglishisbasedonthecandidate’sperformanceinUnits1and2.ThestandardrequiredtoachieveaLevel1orLevel2ineachunitisbasedonaminimumrawmarkthresholdthatwesetforeachseries.TheoveralllevelawardedforFunctionalEnglishisdeterminedfromacombinationofthelevelsachievedinbothunits.FunctionalEnglishisawardedwithinthecontextofGCSEstudyandreportedwiththeresultsforGCSEEnglishLanguageasa‘pass’ateitherLevel1orLevel2.ForcandidatesachievingFunctionalEnglishatLevel2,thisachievementisreportedasanendorsementonthecertificate.IfacandidatedoesnotachievealevelinFunctionalEnglish,thiswillnotbereported.
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5 Grade DescriptionsGradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.
Grade
Description
A CandidatesselectsuitablestylesandregistersofspokenEnglishforarangeofsituationsandcontexts,showingassureduseofstandardEnglishwhereappropriate.Theyconfidentlyvarysentencestructuresandchoosefromawidevocabularytoexpressinformation,ideasandfeelingsinanengagingmanner.Theyexplainexpertly,andevaluatepersuasively,howtheyandothersuseandadaptspokenlanguageforspecificpurposes.Theyinitiateconversationsanddemonstratesensitivelisteningthroughcontributionsthatsustainanddevelopdiscussion.Theyrecogniseandfulfilthedemandsofdifferentroles,whetherinformalsettingsorcreativeactivities.Candidatesrespondpersonallyandpersuasivelytoavarietyoftexts,developinginterpretationsandevaluatinghowdetailsoflanguage,grammar,structureandpresentationengageandaffectthereader.Theyidentifyanddiscusswriters’perspectivesinnarrative,argument,explanationoranalysis.Theychooseaptquotationsandmaketellingcomparisonsandcross-referencesthatilluminatethepurposeandmeaningsoftexts.
• Candidates’writingshowsconfident,assuredcontrolofarangeofformsandstylesappropriatetotaskandpurpose.Textsengageandholdthereader’sinterestthroughlogicalargument,persuasiveforceorcreativeflair.Theyuselinguisticandstructuralfeaturesskilfullytosequencetextsandachievecoherence.Awiderangeofaccuratesentencestructuresensuresclarity;choicesofvocabulary,punctuationandspellingareambitious,imaginativeandlargelycorrect.
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Grade
Description
C Candidatesadapttheirtalktothedemandsofdifferentsituationsandcontexts.TheyrecognisewhenstandardEnglishisrequiredanduseitconfidently.Theyusedifferentsentencestructuresandselectvocabularysothatinformation,ideasandfeelingsarecommunicatedclearlyandthelistener’sinterestisengaged.Theyexplainandevaluatehowtheyandothersuseandadaptspokenlanguageforspecificpurposes.Throughcarefullisteningandbydevelopingtheirownandothers’ideas,theymakesignificantcontributionstodiscussionandparticipateeffectivelyincreativeactivities.Candidatesunderstandanddemonstratehowmeaningandinformationareconveyedinarangeoftexts.Theymakepersonalandcriticalresponses,referringtospecificaspectsoflanguage,grammar,structureandpresentationaldevicestojustifytheirviews.Theysuccessfullycompareandcross-referenceaspectsoftextsandexplainconvincinglyhowtheymayvaryinpurposeandhowtheyachievedifferenteffects.
• Candidates’writingshowssuccessfuladaptationofformandstyletodifferenttasksandforvariouspurposes.Theyusearangeofsentencestructuresandvariedvocabularytocreatedifferenteffectsandengagethereader’sinterest.Theyuseparagraphingeffectivelytomakethesequenceofeventsordevelopmentofideascoherentandcleartothereader.Sentencestructuresarevariedandsometimesbold;punctuationandspellingareaccurate.
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Grade
Description
F Candidatestalkinfamiliarsituations,showingsomeawarenessofpurposeandoflisteners’needs.Theyconveyinformation,developideasanddescribefeelings,usingthemainfeaturesofstandardEnglishasappropriate.Theylistenandmakeresponsestoothers’ideasandopinions.Theyshowsomeawarenessofhowtheyandothersuseandadaptspokenlanguageforspecificpurposes.Informalandcreativeactivities,theyattempttomeetthedemandsofdifferentroles.Candidatesdescribethemainideas,themesorargumentinarangeoftexts,andrefertodetailswhenjustifyingtheirviews.Theymakesimplecomparisonsandcross-referencesthatshowsomeawarenessofhowtextsachievetheireffectsthroughwriters’useoflinguistic,grammatical,structuralandpresentationaldevices.Candidates’writingshowssomeadaptationofformandstylefordifferenttasksandpurposesanditcommunicatessimplywiththereader.Sentencesattempttosequenceeventsorideaslogically;theysometimeschoosevocabularyforvarietyandinterest.Paragraphingisstraightforward;thestructureofsentencesisbasic.Thereissomeaccuracyinspellingandbasicpunctuation.
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6 Guidance on Controlled Assessment 6.1 Controlled assessment review Wewillreplaceourcontrolledassessmentthemeseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.6.2 Skills assessed by controlled assessment Teachersmustassessthefollowingskillsthroughcontrolledassessment:
Speaking and Listening (20%) • communicatingclearly;• listeningandrespondingtoothers’ideas;• interactingwithothers;and• creatingandsustainingdifferentroles.
Study of Spoken Language (10%) • understandingvariationsinspokenlanguage,explainingwhylanguagechangesinrelationtocontexts;and
• evaluatingtheimpactofspokenlanguagechoices.
Studying Written Language (10%) • readingandunderstandingtexts,selectingappropriatematerialandmakingcross-referencesasappropriate;
• developingandsustaininginterpretations;and• explainingandevaluatinghowwritersuselanguageandpresentationalfeaturestoachieveeffects.
6.3 Level of control RulesforcontrolledassessmentinGCSEEnglishLanguagearedefinedforthethreestagesoftheassessment:
• tasksetting;• tasktaking;and• taskmarking.6.4 Task setting Thelevelofcontrolfortasksettingvariesbetweenlimitedandmedium.ThelevelofcontrolfortasksettingforUnit2:SpeakingandListeningislimited.Centreshavetheopportunitytoadapt,contextualiseanddesigntaskstobettersuittheirspecificcircumstances.SeeAppendix2forsampletasks.ThelevelofcontrolfortasksettingforUnit3:StudyingSpokenandWrittenLanguageismedium.Centresmustdeveloptasksbasedonathematiclistthatweprovide(seeAppendix3).
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Thecontrolledassessment tasksgivecentrestheopportunitytosubmitworktousfortheSummerorJanuaryseriesandtocontextualisethemtosuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmentthemesandguidanceonhowtocompleteandsubmitthetasks.6.5 Task taking ThelevelofcontrolfortasktakingforUnit2ishigh.ThelevelofcontrolfortasktakingforUnit3ishigh.Unit 2: Speaking and Listening (20%)
AreasofControl DetailofControl
Authenticity • Candidatescancarryoutpreparationunderlimitedsupervision(limitedcontrol).
• Responsibilityforplanningthethreetasksliesentirelywithcandidates(limitedcontrol).
• Theymustcompletethetasksforfinalassessmentunderformalsupervision(highcontrol).
• Teachersmustbeabletoauthenticatethework.
Feedback • Weencourageteacherstogivefeedbackduringthepreparationprocessonthefollowing:- thetaskstobecompleted;and- howperformancewillbemarkedaccordingtotheassessmentcriteria.
TimeLimit • Eachtaskcanlastupto30minutes.• Thesuggesteddurationfortheindividualpresentationbeforequestionsis5minutes.
Collaboration • Candidates’preparationworkmaybeinformedbyworkingwithothers,butcandidatesmustbeassessedonanindividualresponse.
Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.
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Unit 3 Task 1: The Study of Spoken Language (10%)
AreasofControl DetailofControl
Authenticity • Candidatescancarryoutplanningandresearchunderlimitedsupervision(limitedcontrol).
• Responsibilityforplanningthepieceofworkforassessmentliesentirelywithcandidates(limitedcontrol).
• Theymustproducethepieceforfinalassessmentunderformalsupervision.Workproducedunderformalsupervisioncannotberemovedfromtheclassroom(highcontrol).
• Teachersmustbeabletoauthenticatethework.
Feedback • Weencourageteacherstogivefeedbackduringtheplanningandpreparationprocessonthefollowing:- thetasktobecompleted;and- howworkwillbemarkedaccordingtotheassessmentcriteria.
• Oncecandidateshavecompletedthepieceforfinalassessmentinthetimegivenunderformalsupervision,theycannotmakeanyfurtherchanges.
TimeLimit • Productionofthepieceforfinalassessment: 1hour(thiscanbecompletedinmorethanonesession).
Collaboration • Candidatescancompletepreparatoryworkingroups,buteachcandidatemustcompleteanindividualresponseforfinalassessment.
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AreasofControl DetailofControl
Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.
• Theymustbeprovidedwithtranscriptsofthesourcematerialsbeingusedforthetask.Candidatescanonlyuseunannotatedtranscriptsofthesourcematerialwhencompletingtheirfinalresponse.
• Whenproducingthepieceforfinalassessment,candidatesarenotallowedaccessto:- dictionariesandthesauruses;- grammarandspellcheckprogrammes;- theinternet;or- theirpreparatoryworkoranyformofdraftresponse.
• Ifcandidatesproducethepieceforfinalassessmentovermorethanonesession,theirworkmustbecollectedandstoredaftereachsession;candidatesarenotallowedaccesstotheirworkbetweensessions.
Unit 3 Task 2: The Study of Written Language (10%)
AreasofControl DetailofControl
Authenticity • Candidatescancarryoutplanningandresearchunderlimitedsupervision(limitedcontrol).
• Responsibilityforplanningthepieceofworkforassessmentliesentirelywithcandidates(limitedcontrol).
• Theymustproducethepieceforfinalassessmentunderformalsupervision.Workproducedunderformalsupervisioncannotberemovedfromtheclassroom(highcontrol).
• Teachersmustbeabletoauthenticatethework.
Feedback • Weencourageteacherstogivefeedbackduringtheplanningandpreparationprocessonthefollowing:- thetasktobecompleted;and- howworkwillbemarkedaccordingtotheassessmentcriteria.
• Oncecandidateshavecompletedthepieceforfinalassessmentinthetimegivenunderformalsupervision,theycannotmakeanyfurtherchanges.
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AreasofControl DetailofControl
TimeLimit • Productionofthepieceforfinalassessment: 1hour(thiscanbecompletedinmorethanonesession).
Collaboration • Candidatescancompletepreparatoryworkingroups,buteachcandidatemustcompleteanindividualresponseforfinalassessment(highcontrol).
Resources • Candidates’accesstoresourcesisdeterminedbythoseavailabletothecentre.
• Candidatesareallowedaccesstoanunannotatedcopyofthestimulustext.
• Whenproducingthepieceforfinalassessment,candidatesarenotallowedaccessto:- dictionariesandthesauruses;- grammarandspellcheckprogrammes;- theinternet;or- theirpreparatoryworkoranyformofdraftresponse.
• Ifcandidatesproducethepieceforfinalassessmentovermorethanonesession,theirworkmustbecollectedandstoredaftereachsession;candidatesarenotallowedaccesstotheirworkbetweensessions.
6.6 Task marking Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttasksusingassessmentcriteriathatweprovide.TheyshoulduseprofessionaljudgementtoselectandapplythecriteriaforeachCompetenceLevelappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk
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6.7 Internal standardisation Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:
• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.6.8 Moderation CentresmustsubmittheirmarksandsamplestousbyMayorJanuaryinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:
• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarksandsamplestous.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk
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7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4
Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleinTheStudyofWrittenLanguage;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleinSpeakingandListeningandTheStudyofSpokenLanguage;
• participateindiscussions,debatesandinterviews,forexampleinSpeakingandListening;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleanalysingamediatext;and
• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexampleinthecriticalstudyofmediatextsandthestudyofliterarytexts.
UsingICT
Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexamplecarryingoutsecondaryresearchonlineandcollatingandpresentingdata.
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7.2 Thinking Skills and Personal Capabilities at Key Stage 4
Self-Management
Studentsshouldbeableto:
• planwork,forexamplepreparingextendedpiecesofwriting;• setpersonallearninggoalsandtargetstomeetdeadlines,forexamplecompletingpersonalresearchbeforecontrolledassessmentdeadlines;
• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplediscussingteacherfeedbackfromanalysisofatext;and
• effectivelymanagetheirtime,forexamplecompletingtheexaminationtasksinUnits1and4.
WorkingwithOthers
Studentsshouldbeableto:• learnwithandfromothersthroughco-operation,forexampleparticipatinginclassroomdiscussion;
• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexampleproblem-solvingscenariosinSpeakingandListening;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleparticipatingingrouppresentationsandfeedbacksessions.
ProblemSolving
Studentsshouldbeableto:• identifyandanalyserelationshipsandpatterns,forexampleanalysingtheuseofparticularlanguagechoicesinspokenlanguageandtheuseofrhythminpoetry;
• proposejustifiedexplanations,forexampleconsideringtheactionsofcharacterswhenstudyingwrittenlanguage;
• reason,formopinionsandjustifytheirviews,forexamplepresentingandexplainingthepersonalviewsofacharacterwhenstudyingwrittenlanguage;
• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleassessingtheuseoflanguageinmediatexts;
• analyseandevaluatemultipleperspectives,forexampleparticipatingindebatesinSpeakingandListening;
• exploreunfamiliarviewswithoutprejudice,forexampleanempatheticresponsetoacharacterinTheStudyofWrittenLanguage;
• weighupoptionsandjustifydecisions,forexamplereachingacollectivedecisioninSpeakingandListening;and
• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexamplecomingtoaconclusioninadiscussion.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.
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8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:
• ourEnglishLanguagemicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:
• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.
8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.
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Potentialbarriersforsomestudentsinclude:
• Speaking,forsomestudentswithaspeechimpairment;and• Listening,forsomestudentswithahearingimpairment.ThesecompetenciesareincludedbecausetheGCSEisaholisticqualificationwhichmustcontinuetoassessallskillstomeetallitsAssessmentObjectives.Modifiedvisualandhearingpapersareavailableonrequest.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:
• SpecificationSupportOfficer:JoanJennings(telephone:(028)90261200,extension2552,email:[email protected])
• SubjectOfficer:OliviaMcNeill(telephone:(028)90261200,extension2963,email:[email protected])
• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])
• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])
• Distribution(telephone:(028)90261242,email:[email protected])
• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])
• Moderation(telephone:(028)90261200,extension2236,email:[email protected])
• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).
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Appendix 1 Glossary of Terms for Controlled Assessment Regulations
Term Definition
Component
Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks
Controlledassessment
Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking
Externalassessment
Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation
Formalsupervision(Highlevelofcontrol)
Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.
Informalsupervision(Mediumlevelofcontrol)
Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:
• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and
• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.
Limitedsupervision(Limitedlevelofcontrol)
Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.
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Term Definition
Markscheme
Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortaskNormallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattractsMayalsoincludeinformationaboutunacceptableanswers
Task
Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects
Taskmarking
Specifiesthewayinwhichcreditisawardedforcandidates’outcomesInvolvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation
Tasksetting
ThespecificationoftheassessmentrequirementsTasksmaybesetbyawardingorganisationsand/orteachers,asdefinedbysubject-specificregulations.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.
Tasktaking
Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’workTasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.
Unit
ThesmallestpartofaqualificationthatisformallyreportedMaycompriseseparatelyassessedcomponents
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Appendix 2 Controlled Assessment Tasks for Unit 2: Speaking and Listening
SpeakingandListening(20%)
Candidatesareassessedinanindividualpresentationandinteraction,adiscussionandaroleplay.Sampletasksaresuggestedbelow.Thetotalmarkforthisunitis60.Eachtaskismarkedoutof20.IndividualpresentationandinteractionDeliverapresentationonatopicthatinterestsyou,followedbyaquestionandanswersession.DiscussionInagroupoftwoormore,discussthedifficultiesfacinghomelesspeople.RoleplayExample1:Individualroleplay–Youareayouthworker.Atthemonthlylocalcouncilmeeting,presentyourargumentrequestingfundingforyouryouthclub.Example2:Grouproleplay–Youaremembersofthelocalcouncil.Takingindividualrolesascouncillors,discusswhetheryoushouldprovidefundingforalocalyouthclub.
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Appendix 3 Controlled Assessment Tasks for Unit 3: Studying Spoken and Written Language WereplacethetasksforUnit3eachyear.ModerationcanbeinMayorJanuary.Forthemesforthecurrentyearofteachingandmoderation,pleaseseetheTaskListpublishedintheControlledAssessmentsectionofthesubjectmicrositeatwww.ccea.org.ukEachtaskismarkedoutof30.Thetotalmarkfortheunitis60.
Task1–TheStudyofSpokenLanguage(10%)
Listentotwotalks,oneformalandoneinformal.Considerthevariationsoflanguageuseandexplainwhylanguagechangesindifferentcontexts.Centrescanadaptthistaskbychoosingtalksthatmeettheneedsoftheircandidates,forexample:
• Compareandcontrasthowthesetwospeakerscommunicatetheirmessages:- ‘Women’srightsarehumanrights’speechbyHillaryClinton;and- ‘Howbaddoyouwantit?(Success)’speechbyEricThomas.
Task2–TheStudyofWrittenLanguage(10%)
Createataskbasedonthefollowingtheme:
• Loveand/orhateinaliterarytextyouhavestudied.Forexample:
• AnalysethepresentationofGeorgeandLennie’srelationshipinChapters1and2ofOfMiceandMen.
(Fortasksbasedonanthologiesoranumberofshortertextsofvaryinggenres,candidatesmay,ifrequiredbythetask,makecomparisons.However,thisisnotaformalrequirement.)
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Appendix 4 Assessment Criteria for Unit 2: Speaking and Listening ThisassessmentcriteriashouldbeusedforeachtaskinUnit2.
Levelandmarks
Communicatingandadaptinglanguage
Interactingandresponding
Creatingandsustainingroles
0 Awardzeroforworknotworthyofcredit.
1
1–4marks
Candidatesbrieflyexpresspointsofview,ideasandfeelings.Theysometimesdevelopdetailtoaddinteresttoaccounts,narrativesandinformation,supportedbyappropriatenon-verbalfeatures.Theyusestraightforwardvocabularyandgrammar,showingawarenessofsomemainfeaturesofstandardEnglish.
Candidatesrespondtowhattheyhear,showingsomeinterest,includingnon-verbalreactions.Theymakebrief,occasionalcontributionsandgeneralstatementsindiscussion.Theyfollowcentralideasandpossibilitiesinwhattheyhearandraisestraightforwardquestions.
Candidatesdrawonobviousandsometimesstereotypicalideastocreatesimplecharacters.Theyreacttosituationsinpredictablebutappropriateways,demonstratingsomeunderstandingofrelationshipsandfamiliarideas.
2
5–8marks
Candidatesconveystraightforwardinformationandideas,coherentaccountsandnarrativesinextendedturns.Theybegintoadapttalkandnon-verbalfeaturestomeettheneedsofdifferentaudiences.Theyuseavarietyofvocabularyandstructuresfordifferentpurposes,includingappropriatefeaturesofstandardEnglishwithreasonableaccuracy.
Candidatesrespondpositivelytowhattheyhear,includinghelpfulrequestsforexplanationandfurtherdetail.Theymakespecific,relevantcontributionstodiscussion.Theyallowotherstoexpressideasorpointsofviewthatmaydifferfromtheirownandrespondappropriately.
Candidatesshowunderstandingofcharactersbycreatingstraightforwardrolesusingspeech,gestureandmovement.Theyengagewithsituationsandideas,showingunderstandingofissuesandrelationships.
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Levelandmarks
Communicatingandadaptinglanguage
Interactingandresponding
Creatingandsustainingroles
3
9–12marks
Candidateseffectivelycommunicateinformation,ideasandfeelings,andpromoteissuesandpointsofview.Theyadapttalktoavarietyofsituationsandaudiences,usingnon-verbalfeaturestoaddtoimpact.Theyusearangeofwell-judgedvocabularyandsentencestructurestoachievedifferentpurposes,includingcompetentandappropriateuseofstandardEnglish.
Candidateslistencloselyandattentively,engagingwithwhatisheardthroughperceptiveresponses.Theymakesignificantcontributionsthatmovediscussionsforward.Theyengagewithothers’ideasandfeelings,recognisingobviousbiasorprejudiceandreferringtoprecisedetail.
Candidatesdevelopandsustainrolesandcharactersthroughappropriatelanguageandeffectivegestureandmovement.Theymakecontributionstothedevelopmentofsituationsandideas,showingunderstandingandinsightintorelationshipsandsignificantissues.
4
13–16marks
Candidatesconfidentlyconveyandinterpretinformation,ideasandfeelings,emphasisingsignificantpointsandissues.Theyadaptandshapetalkandnon-verbalfeaturestomeetthedemandsofdifferentsituations,contextsandpurposes.Theymakeappropriate,controlled,effectiveuseofstandardEnglishvocabularyandgrammar.
Candidateschallenge,developandrespondtowhattheyhearinthoughtfulandconsiderateways,seekingclarificationthroughaptquestions.Theyanalyseandreflectonothers’ideastoclarifyissuesandassumptionsanddevelopthediscussion.Theyidentifyusefuloutcomesandhelpstructurediscussionthroughpurposefulcontributions.
Candidatescreateconvincingcharactersandrolesusingarangeofcarefullyselectedverbalandnon-verbaltechniques.Theyrespondskilfullyandsensitivelyindifferentsituationsandscenarios,toexploreideas,issuesandrelationships.
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Levelandmarks
Communicatingandadaptinglanguage
Interactingandresponding
Creatingandsustainingroles
5
17–20marks
Candidateshighlightprioritiesandessentialdetailwhencommunicatingcomplexanddemandingsubjectmatter.Theyuseasophisticatedrangeofstrategiestomeetthedemandsofchallengingcontextsandpurposes.TheyshowanassuredchoiceandflexibleuseofstandardEnglishvocabularyandgrammarinappropriatesituations.
Candidatessustainconcentratedlistening,showingunderstandingofcomplexideasthroughinterrogatingwhatissaid.Theyshapedirectionandcontentoftalk,respondingwithflexibilitytodevelopideasandchallengeassumptions.Theyinitiate,developandsustaindiscussionthroughencouragingparticipationandinteraction,resolvingdifferencesandachievingpositiveoutcomes.
Candidatescreatecomplexcharactersandfulfilthedemandsofchallengingrolesthroughinsightfulchoiceofdramaticapproaches.Theyexploreandrespondtocomplexideas,issuesandrelationshipsinvariedformalandinformalscenarios.
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Appendix 5 Assessment Criteria for Unit 3: Studying Spoken and Written Language
Task 1 – The Study of Spoken Language ThiscontrolledassessmenttaskteststheassessmentobjectivesforSpokenLanguage.AssessmentobjectivesforStudyofSpokenLanguageCandidatesmust:
i. understandvariationsinspokenlanguage,explainingwhylanguagechangesinrelationtocontexts;and
ii. evaluatetheimpactofspokenlanguagechoices.
HowthetaskmeetsspecificelementsoftheassessmentobjectivesCandidatespresentaconsiderationofthepurpose,audienceandspecificcontextofeachofthetwospokentexts.Theyengagewith:
• thekeywordsandphrasesthateachspeakerhasdeliberatelychosentocreateandelicitthedesiredeffect;
• thelanguageandlinguistictechniquesandrhetoricaldevicesthateachspeakercallsontomakethebestpossibleimpactontheaudience;and
• thedeliverytechniquesusedbyeachspeaker,forexampletone,pace,pause,pitchandvolume.
MethodandstyleofmarkingTheteachershouldreadandannotatetheresponseasbelow.
• Useunderliningtohighlightpositiveelementsinthecandidate’sresponse,suchascreditworthy,relevantexplanationorpurposefulinterpretation.
• Ticktoacknowledgetheuseofrelevantexamplesorsupportingevidence.• Inthemargin,write‘C’tohighlightwhereappropriatecomparisonsandcross-referencesareused.
• Ignoreallerrorsinpunctuation,syntaxandspellingastheyarenotbeingassessed.
• Marginalorsummativecommentsarenotrequired.
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332/16
TheprocessofassessmentAttheendoftheresponse,theteacherwillassesspositivelytheresponse’sfeaturesinrelationtoeachofthefiveCompetenceLevelStrandsforTheStudyofSpokenLanguage.Belowisanexampleofhowthisassessmentworksinpractice.ThisshouldbereadwiththeCompetenceLevelStrandsandtheMarkGridthatfollow.
Forthepurposeofthisexplanation/example,theresponsehasbeenread,annotatedandthenassessedpositivelyagainsteachofthefiveCompetenceLevelStrandsforTheStudyofSpokenLanguage.Theresponsehasbeensummarisedbythefollowingdescriptors:
• ‘Competentselectionoflanguagechoicesandexplanationoftheirintendedeffects’(LanguagechoiceandeffectCL3)
• ‘Somestraightforwardexplanationoftheuseofsomelinguistictechniques’(Linguistictechniquesanddevices/theireffectsCL2)
• ‘Competentunderstandingand/orcross-referencing…influenceofthecontexts’(Deliverytechniques/theirpurpose/contextCL3)
OnlytheseindividualCompetenceLevelsneedtobenotedattheendoftheresponse.TheorderinwhichtheCompetenceLevel‘strandscores’areaccruedhasnosignificancewhenreadingtheMarkGrid.Regardlessoftheorderinwhichtheyhavebeenachieved,233,323and332allattractthesamescore(15or16marks).Theteacherthenusestheirprofessionaljudgementtodecideonthemarkof15or16.Notethisscorebesidethe‘strandscores’asbelow:Inexceptionalcircumstances,thestandardofacandidate’sworkmightrangeacrossmorethantwostrandlevels.Wherethishappens,theteachershoulddecidethemarktobeawardedona‘bestfit’basis.
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Competence Level Strands for The Study of Spoken Language Theseoutlinethedifferentstandardsofperformancethatcandidatesachieve.
Level Languagechoiceandeffect
Linguistictechniquesanddevices/theireffects
Deliverytechniques/theirpurpose/context
Level
0 Awardzeroforworknotworthyofcredit. 0
CL1
Somelanguagechoicesreported/paraphrasedfromoneorbothsourceswithsomeattemptatbasiccross-referencing.
Basicdescription/identificationofsomelinguistictechniques/keywordsfromoneorbothsources.
Basicunderstandingofsomedeliverytechniques.Theremaybesomebasiccommentonpurposeand/orcontext.
CL1
CL2
Straightforwardselectionandcross-referencingofthemaininfluencesonthespeakers’choicesandintendedeffects.
Somestraightforwardexplanationoftheuseofsomelinguistictechniques.
Straightforwardunderstandingand/orcross-referencingofsomedeliverytechniquesandtheirpurpose.Generallysuitablecommentsontheinfluenceofthecontexts.
CL2
CL3
Competentselectionoflanguagechoicesandexplanationoftheirintendedeffects.Appropriatecross-referencingisusedtosupporttheresponse.
Appropriateexplanations,occasionallyinsightful,oflinguistictechniquesandtheirpotentialeffects.
Competentunderstandingand/orcross-referencingoftheuseofdeliverytechniquesandtheirpurpose.Appropriatecomments,occasionallyinsightful,ontheinfluenceofthecontexts.
CL3
CL4
Goodselectionoflanguagechoicesandsomeanalysisoftheirintendedeffects.Wellselectedexamplesfrombothsourcesarepurposefullycross-referenced.
Purposefulanalysisoflinguistictechniquesandtheirintendedeffects.
Analysisand/orcross-referencingofdeliverytechniquesandtheirpurpose.Meaningfulcommentsontheinfluenceofthecontexts.
CL4
CL5
Excellentselectionoflanguagechoiceswithconfidentanalysisoftheirintendedeffects.Confidentcross-referencingthatdemonstratesanappreciationofthenuancesofthetexts.
Clearlyfocusedevaluationoflinguistictechniquesandtheirintendedeffects.
Confidentevaluationand/orcross-referencingofdeliverytechniquesandtheirpurpose.Excellentcommentsontheinfluenceofthecontexts.
CL5
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Mark Grid for The Study of Spoken Language
StrandsAttained MarkAwarded
000 0
100 1/2
110 3/4
111 5/6
112 7/8
221 9/10
222 11/12
223 13/14
332 15/16
333 17/18
334 19/20
443 21/22
444 23/24
445 25/26
554 27/28
555 29/30
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Task 2 – The Study of Written Language AssessmentobjectivesforStudyingWrittenLanguageCandidatesmust:
i. readandunderstandtexts,selectingmaterialappropriatetopurpose,collatingfromdifferentsourcesandmakingcomparisonsandcross-referencesasappropriate;
ii. developandsustaininterpretationsofwriters’ideasandperspectives;andiii. explainandevaluatehowwritersuselinguistic,structuralandpresentational
featurestoachieveeffectsandengageandinfluencethereader.HowthetaskmeetsspecificelementsoftheassessmentobjectivesCandidatesareexpectedto:
• readandunderstandtexts;• understandhowmeaningisconstructed;• selectmaterialappropriatetopurpose;• recognisetheeffectoflanguagechoicesandpatterns;• explainhowwritersuselinguisticandpresentationalfeaturestosustainthereader’sinterest;and
• evaluatehowtextsmaybeinterpreteddifferentlydependingonthereader’sperspective.
MethodandstyleofmarkingTheteachershouldreadandannotatetheresponseasbelow.
• Useunderliningtohighlightpositiveelementsinthecandidate’sresponse,suchascreditworthy,relevantexplanationorpurposefulinterpretation.
• Ticktoacknowledgetheuseofrelevantexamplesorsupportingevidence.• Ifappropriate,inthemarginwrite‘C’tohighlightwherecomparisonsandcross-referenceshavebeenused(forexample,comparingand/or
cross-referencingwithinatextorifthecandidateisstudyinganumberofpoemsorshortstories).
• Ignoreallerrorsinpunctuation,syntaxandspellingastheyarenotbeingassessed.
• Marginalorsummativecommentsarenotrequired.
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TheprocessofassessmentAttheendoftheresponse,theteacherwillassesspositivelytheresponse’sfeaturesinrelationtoeachofthefiveCompetenceLevelStrandsforTheStudyofWrittenLanguage.Hereisanexampleofhowthisassessmentworksinpractice.ThisshouldbereadwiththeCompetenceLevelStrandsandtheMarkGridthatfollow.Forthepurposeofthisexplanation/example,theresponsehasbeenread,annotatedandthenassessedpositivelyagainsteachofthefiveCompetenceLevelStrandsforTheStudyofWrittenLanguage.Theresponsehasbeensummarisedbythefollowingdescriptors:
• ‘Anappropriateresponse...competentunderstandingofthetext(s)’(Reading,understandingandevaluatingtextsCL3)
• ‘Straightforwardcomments...onsomeofthewaysmeaninghasbeencommunicated’(Interpretationandevaluationofwriter’s/writers’techniquesandtheireffectsCL2)
• ‘Relevantsupportingexamples...presentedtoappropriatelysupporttheresponse’(SelectingmaterialappropriatetopurposeCL3)
OnlytheseindividualCompetenceLevelsneedtobenotedattheendoftheresponse. TheorderinwhichtheCompetenceLevel‘strandscores’areaccruedhasnosignificancewhenreadingtheMarkGrid.Regardlessoftheorderinwhichtheyhavebeenachieved,233,323and332allattractthesamescore(15or16marks).Theteacherthenusestheirprofessionaljudgementtodecideonthemarkof15or16.Notethisscorebesidethe‘strandscores’asbelow:
Inexceptionalcircumstances,thestandardofacandidate’sworkmightrangeacrossmorethantwostrandlevels.Wherethishappens,theteachershoulddecidethemarktobeawardedona‘bestfit’basis.
323/16
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Competence Level Strands for The Study of Written Language Theseoutlinethedifferentstandardsofperformancethatcandidatesachieve.
Level Reading,understandingandevaluatingtexts
Interpretationandevaluationofwriter’s/writers’techniquesandtheireffects
Selectingmaterialappropriatetopurpose(collationandcross-referencing,ifrelevant)
Level
0 Awardzeroforworknotworthyofcredit. 0
CL1
Abasicresponsetothetask,demonstratingalittleunderstandingofthetext(s).
Basiccommentsonsomeofthemainfeatures(plotorcharacter).
Somebasicreportingofexamplesorincidentslooselyrelatedtothetask. CL1
CL2
Astraightforwardresponsetothetask,demonstratinganemergingunderstandingofthetext(s).
Straightforwardcommentsarepresentedonsomeofthewaysmeaninghasbeencommunicated(language,themesandcharacters).
Somespecificexamplesfromthetext(s)ispresentedtosupportstraightforwardopinions. CL2
CL3
Anappropriateresponsetothetask,demonstratingacompetentunderstandingofthetext(s).
Competentcommentsarepresentedonfeaturessuchaslanguage,themesandcharacter,withsomeexplanationoftheirintendedeffects.
Relevantsupportingexamplesfromthetext(s)arepresentedtoappropriatelysupporttheresponse.
CL3
CL4
Aclearlyengaged,analyticalresponsetothetask,demonstratingagoodunderstandingofthetext(s).
Asustainedinterpretationofthemainfeaturesofwriter’scraft(languagechoicesanddevices,themesandcharacterisation)arepresentedwithpurposefulanalysisoftheirintendedeffects.
Purposefullyselectedmaterialfromwithinand/oracrossthetext(s)ispresentedtodevelopacogentresponse. CL4
CL5
Aconfident,evaluativeresponsetothetask,demonstratinganexcellentunderstandingofthetext(s).
Confidentandperceptiveinterpretationofhowkeyfeatures(languagechoicesanddevices,themes,characterisationandstructure)arepresentedwithassuredevaluationoftheirintendedeffects.
Apreciselyfocusedselectionofillustrativematerialfromwithinand/oracrossthetext(s)ispresentedtounderpinaconfident,analyticalresponse.
CL5
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Mark Grid for The Study of Written Language
StrandsAttained MarkAwarded
000 0
100 1/2
110 3/4
111 5/6
112 7/8
221 9/10
222 11/12
223 13/14
332 15/16
333 17/18
334 19/20
443 21/22
444 23/24
445 25/26
554 27/28
555 29/30
© CCEA 2017