Together we can do it!

Written controlled assessments:

Reading assessment worth 10% of the marks e.g. What impression is created of the foxes in the article?

Written assessment worth 10% of the marks e.g.A narrative / description / transactional piece of writing.

Pupils need to `fight for every mark!`

Speaking and listening = 20% of the marks!!! It is important!

One individual presentation lasting approximately 4 minutes with a question and answer session at the end worth 10% of the marks.

One group discussion task worth 10% of the marks.

Be prepared.Speak precisely.Speak appropriately.Listen.

The Unit 1examination in January…worth 30%.

Section A– reading a fiction text – 30 marks (3 questions worth 10 marks each)Pupils have 1 hour to complete this section. They are advised to spend 15 minutes reading and 45 minutes answering the questions.Section B– writing 1story– 30 marks (e.g. a story)They are advised to spend 10 minutes planning, 30 minuteswriting and 5 minutes proof reading. They should write between 500 and 700 words.

The information on the cover sheet is there to help you: read it!

For Section A, 45 minutes = around 15 minutes to answer each question.

For Section B, spend 10 minutes planning, 30 minutes writing and 5 minutes editing.

Don’t waste time writing out the questions; write the number/ letter in the margin instead.

30% of final grade

1 hour 45 mins (including 15 mins reading time)

Extract from a fiction text

UNIT 1

Section A (15%/ 30 marks) Answering THREE questions on the extract.

Identifying relevant (short, embedded) quotes.

Explaining ‘how’ and analysing language choices.

What do the questions look like?!?!?!?

A1.What do you learn about Blind Bill in these lines (10)A1. Harry clearly feels uncomfortable as he arrives at school. What details from the passage make this clear? (10)A1. What are your impressions of the writer and the life she leads? Give reasons for your opinions? (10)A1. Explain the events that led to Chrissie seeing what was going on in her house. You should track though carefully what happens in these lines. (10)

A1 questions.........

What do they have in common?

All worth 10 marks

Some ask for `because`

Some focus on character

Biggest lesson to be learnt – READ THE QUESTION CAREFULLY

EXAMINER SECRET:

The reason 90% of students lose marks is because they haven’t understood, or

answered, the question.

Look at lines 1-23

A1. What do you learn about Blind Bill in these lines?

[10]

Let’s have a closer look at one of the questions again.....

Look at lines 1-23

A1. What do you learn about Blind Bill in these lines?[10]

What do the questions look like?!?!?!?

A2. What happens in these lines? How does the writer build the tension in these lines? (10)A2. What impressions do you get of the boy and of the girl in these lines? You must refer to the text and show how the writer creates these impressions. (10)A2. What impression do you have of the staff and children in the school? To support your answer refer closely to the text. (10)

All worth 10 marksOften ask for `subtext` or `readingbetween the lines

Expect embedded quotes

Biggest lesson to be learnt – READ THE QUESTION CAREFULLY and DISCUSS LANGUAGE CHOICES

EXAMINER SECRET:

Most candidates don’t gain the C grade because they do not discuss word choices

Foundation Tier marking criteria0 = not worthy of credit/ nothing written1 = not answering question/ no understanding of text

2-4 = simple comments, retelling of story, occasional textual references.

5-7 = simple comments about the text, making textual references, some awareness of subtext.

8-10 = use short, embedded quotes to support answer. Better answers use quotes as evidence

for inferences and explore the impact of specific

words and phrases – looking at HOW the impressions are created.

Consider the following extract....

In the lines 24-53 you can tell that the girl is innocent and doesn’twant any trouble ‘wont the farmer mind us being in his field’. The boywants to cause trouble but speaks all innocent ‘we’ll just sit in thecornfield and watch the birds and the bees’. The boy acts kind to thegirl so I get the impression he likes her ‘D’you want one?’ I get theimpression the girl is very nice ‘But you’ve broken the branch. Can’tyou tie it up again?’ I get the impression that the boy is verydisrespectful. “Nah, why should these snobs have all the apples?’ Idon’t think the boy has a very good background ‘Don’t have no appletrees round where I live. Sod’em’.

Although this response offers some impressions of both the boy and the girl, itfails to develop some of the points in sufficient detail to warrant a highermark. In places the comments are rather vague – `the girl is very nice`, andthe response fails to securely capture the nature of the relationship betweenthe couple, missing or failing to explore quite a lot of telling details. A markof 5 seems fair.

A2. What impressions do you get of the boy and of the girl in these lines? You must refer to the text and show how the writer creates these impressions.

In the text the impression I get from the girl is that she is a shy, nervous girl. “Sounded a bit nervous”. This implies that maybe the girl doesn’t want to be there or do that but on the other hand doesn’t wantAny trouble. I feel that the girl is nervous and doesn’t want to go on the farmers field, we know thisbecause she keeps making up excuses for example , “We haven’t anything to sit on” and “But it will getgross stains” This is an indirect way of her trying to say no. The Girl also gives of the impression that she cares about every one. “But you’ve broken that branch. Can’t you tie it up again?” This suggest that even though she doesn’t know who the tree belongs to shedoesn’t think its fair that he broke the branch.

The text gives the impression that the boy is trouble and hard work. “Who caused fights, who bullied,who stole.” This makes you think why does the girl spend time with such a trouble maker.I also get the impression that the boy isn’t well educated as he, “grunts” This could be because the boyhasn’t had a good education or is just lazy. The boy also feels that he is treated unfairly. “Nah. Whyshould these snobs have all the apples?” This is quite a immature view on life. The approach to this question is quite methodical and tries to support impressions of the boy and the girl with quotations and explanation of the context of the impression. In places, the response is a little vague or lacking in precision but because it does track the text quite carefully, it is able to accumulate a sensible range of impressions and is worthy of a mark of 8.

 

What do the questions look like?!?!?!?

A3. How do Bill’s thoughts and feelings change in these lines?(10)A3. What happens in these lines? What do you think of as an ending to the story? (10)A3. What are Chrissie’s thoughts and feelings in this part of the story? How do you react to this as an ending to the story? (10)

All worth 10 marksOften ask you to evaluate

Often these questions have 2 parts! Be warned!

A3. How do Bills thoughts and feelings change in these lines?

Foundation Tier0 = not worthy of credit/ nothing written1 = not answering question/ no understanding of text

2-4 = simple comments, retelling of story, occasional textual references.

5-7 = simple comments about the text, making textual references, some awareness of subtext.

8-10 = use short, embedded quotes to support answer. Show understanding of the character’s different reactions. Make inferences and have a sense of sequence.

Bill felt angry yet helpless when the girl and boy were at his fence, shock with fury. But he knew he could do nothing. This implies that even though Bill was angrywith the boy he could do nothing after all he couldn’t even see the boy. Bill was relieved when they left yet Bill still feel that he should have donesomething. “A sweat of relief that they were gone ..” but he felt humiliated.” Thiscould be because Bill knew that the girl was in trouble yet he didn’t do anything tohelp her. Bill felt scared and worried for the girl, we know this because,“He picked up the mobile phone and dialled 999”. This shows that even though Billcouldn’t be sure it was the girl that screamed he had to do something to help her. This is a rather disappointing answer as the candidate selects just a few of Bill’sthoughts and feelings. This response simply fails to track with sufficient care andalthough everything the candidate includes is worthy of reward, it is the omissionof a number of relevant details that limit this to a mark of 5.

Bill fells very shocked and Angry in these lines ‘Bill sat and shook with fury’. Billwants to do something about it but he knows inside he is helpless, he feels helpless‘But he knew he could do nothing. Bill feels that if he does anything the boy wouldknock him down.’ That kind of voice would knock a blind man down’. Bill thoughtthey were going to do something to him ‘Bill broke out in a sweat of relief that theywere gone’. Bill felt that all pride had gone this is explained in the sentence ‘but hefelt humiliated’. Bill thought the girl was very nice ‘But the girl had sounded sonice, gentle, innocent’. Bill could feel that something bad was going to happen ‘Thetones of the yob’s voice ground through bills memory again and he just knowsomething terrible was going to happen’. Bill knew he could do nothing ‘only wait. And listen, listen as he’s never listened before’.

This question required some fairly careful tracking of the text in order to achieve a high mark and this response does that. It follows Bill’s thoughts and feelings, though in places the supporting quotation is merely a re-working of what hasbeen stated. Nevertheless the text is tracked securely and the

candidate selects what is important, justifying a mark of 8.

Section B: The Writing

EXAMINER SECRET:

Using a range of vocabulary choices = more marks...

...therefore include key vocabulary in your plan!

Don’t forget: HALF of your mark is for ACCURACY (SSPS)

So, SPOT THE DIFFERENCE…

morris the martian was flying around the solar system one day when he saw a strange light in front of him what is that he thought to himself morris was scared but he flew a little bit closer so that he could see it betterhello he called out there was no reply hello is anyone there he called but again there was no reply suddenly a creature appeared in front of the lightboo it shouted poor morris was really scared and he flew off home and hid under his bed

Morris the Martian was flying around the Solar System one day, when he saw a strange light in front of him.

What is that? he thought to himself. Morris was scared, but he flew a little bit closer so that he could see it better. "Hello," he called out. There was no reply."Hello. Is anyone there?" he called, but again there was no reply. Suddenly a creature appeared in front of the light.

"BOO!" it shouted. Poor Morris was really scared and he flew off home and hid under his bed.

Punctuation Score Chart:

1. .

2. ,

3. !

4. ?

5. ;

6. -

7. “ …”

8. …

9. :

10. ( )

N.B. if use more than one exclamation mark together, discount.

What can we do to get more marks?????

•improve the accuracy of our writing – learn spellings, take care with capitals, check grammar, the right word in the right place, paragraphs•learn the narrative framework for the Unit One examination•learn all the key vocabulary for the Unit One examination•learn the spellings for the Unit One examination•practise the past paper questions. Pupils should be aimingto complete an additional 45 minute session in addition to homework once a week

The Unit 2 examination in January…worth 30%.

Section A– reading two non fiction texts – 30 marks (usually 3 questions worth 10 marks each)Pupils have 1 hour to complete this section. They are advised to spend 15 minutes reading and 45 minutes answering the questions.

Section B– writing 1 non fiction piece of writing– 30 marks (e.g. a letter, a report, a speech, an article)They are advised to spend 10 minutes planning, 30 minuteswriting and 5 minutes proof reading. They should write between 400 and 600 words.

Read the information on the front cover!

The instructions are important. Candidates need to read them!

The information will tell you how long to spend on each section.

Section A (15%/ 30 marks) Answering THREE OR FOUR questions on the TWO resources.

Locating information and summarising

Identifying relevant (short, embedded) quotes.

Explaining ‘how’ and analysing language choices.

Collating and cross referencing information from two resources in order to make comparisons.

What do the questions look like??!?

1.1 Read the internet essay, ‘How To Deal With Lazy Teenagers’, by Bobby Stocks on pages 6 – 7.According to Bobby Stocks, what shouldparents do to ‘deal with lazy teenagers’?[10 marks]1.1 Read the article, `Badgers are dangerous`. Name 5 problems farmers face because of badgers ( 5 marks)1.1 Read the internet essay, `Traffic congestion`. According to the essay, what are the problems associated with traffic congestion and explain why. (10 marks)

Check you

have the right

resource!

If it says `name` or

list you don’t need to write in

full sentences

Check how many parts to the

question there areRemember to

read the question very carefully!!!!!

What do the questions look like?

1.2 Now read the article by Angela Epstein in the separate Resource Material.How does Angela Epstein try to show that ‘life is not easy for a working mother’? [10 marks]You must use evidence from the text to support your answer.

Check you are looking at the right resource.

This question expects you to

identify the main points and explore

the language choices.The examiner wants

you to track through the article selecting key quotations to

analyse.

This question tests knowledge and use of the text but also rewards inference/interpretation and appreciation of language.

For the C grade on Foundation Tier you must:make valid comments based on a range of appropriate detail from the text. These answers should be at least beginning to address the issue of 'how‘.

This question tests the ability to read with insight and engagement, to make appropriate references to texts and to sustain an interpretation. It also tests understanding of linguistic and structural devices.

For Higher Tier you must:For the C / B grade use a selection of appropriate detail from the text. These answers will probably rely on spotting factual content, but better answers will be relevant, cohesive and selective.For the A / A* grade explore the text in detail and make valid comments/inferences. The best answers should combine specific detail with overview and show understanding of authorial methods and/or language and structure.

What do the questions look like?

Higher Tier:To answer this question you will need to refer to both texts.Compare and contrast what these two writers say about relationships between parents and children. [10 marks]You must make it clear from which text you get your information.

Foundation Tier:To answer this question you will need to refer to both texts.According to the texts what are the difficulties that RNLI volunteers face.According to the texts how can the public help RNLI volunteers. Use the headings to help you organise your answer.You must make it clear from which text you get your information. (10 marks)

Foundation Tier:Give 7-10 marks, according to quality, to those who clearly identify the texts/writers and see a range of valid points, organising the answer clearly and appropriately to collate material from different sources. Better answers should make comparisons and cross references.

Tell the examiner which text you have got the

information from. “In Hodson’s article....”

You need to find as many points

as possible

Use words like `however`, `whereas`,

`whilst`, `similarly`

Higher Tier:

Give 5-7 marks, according to quality, to those who clearly identify the texts/writers and see a range of valid points, organising the answer appropriately to collate material from different sources. Better answers should make comparisons and cross-references.Give 8-10 marks, according to quality, to those who clearly identify the writers/texts and see a wide range of valid points, organising the answer clearly and appropriately to collate material from different sources and make precise cross-references. These answers will be clear and coherent, making a purposeful selection of material from the texts. These answers will show conceptual overview of the two texts.

If in the article is

says teenagers don’t mind

queuing then don’t

put people

don’t mind queuing.

Be consise! Take what

is necessary!For example,

writer’s intent.

Section B – the writing section!

Planning is the key!!!!

Think before you write - what is the purpose (why are you writing) - who is the audience (who are you writing for) - what is the format (what are you writing)

It is okay to…•test your child on spellings•sit with your child to complete grammar / punctuation / spelling exercises•look at your child’s preparation work and discuss the sense, decide whether the plan isdetailed enough andgo through spellings / grammar if applicable•sit with your child and go through past papers supporting them whenthey circle key words in the exam questions and attempt answers•share interesting magazine and newspaper internet articles and blogs askingquestions for their understandingsuch as `what are the main points? How do the writers’ opinions compare? How is the article made interesting? What impression is given of……..

Here are some websites to help……

Our Moodle site!The WJEC websiteBBCskillswise – good for grammar and spelling gamesBBC bitesize revision (especially for revision of the literature set)

Thank you for listening!