GCSE ENGLISH LITERATURE FOR TEACHING FROM 2015

CPD AUTUMN 20188

COMPONENT 1 EXEMPLAR (ANNOTATED)

11A

1

2

CANDIDATE 1

ROMEO AND JULIET EXTRACTclear focus on audience response

understanding of form and appreciation of effect

thoughtful comments on structure and effect on audience

continues to engage with form and structure

3

analysis of language choice

concise contextual comment on audience response

appreciates the playfullness of the exchange

The response is strong on AO2, particularly in the appreciation of form and structure. Focus is clear and comments are assured throughout; some coverage of the end of the extract and change of tone would have pushed the mark even higher.AO1 - Band 4.AO2 - Band 5.

13 marks.

4

CANDIDATE 2

MUCH ADO ABOUT NOTHING EXTRACT

begins with some contextual background

has focus on audience response, and makes a valid distinction between different eras, but not yet getting into the extract itself

finally makes a specific selection, although beginning at the end of the extract isn't a helpful approach

5

continues to discuss contextual factors

selects and highlights some specific dialogue

repeating earlier comments

some probing of effect on audience

6

The candidate spends far too much time on often generalised discussion of contextual factors to the detriment of coverage of the set extract. There is enough selection and comment to get to the bottom of Band 3, but further progress is inhibited by the unhelpful and repetitious comment on context.AO1 - Band 3.AO2 - Band 2.

7 marks.

7

CANDIDATE 3

MACBETH EXTRACT

6 marks.

8

CANDIDATE 4

MACBETH ESSAY

reference

reference

referencecomment on meanings and effects

reference

9

understanding of key aspects

reference

fair focus

narrative but with focus

focused

valid discussion

comment on structure

10

reference

AO1 - Band 3. Straightforward approach;;understanding of key aspects;;direct references.

AO2 - Band 2. Simple comments on language, structure and form; limited reference to meaning and effects.

AO4 - Intermediate performance. Accurate spelling, punctuation and range of vocabulary, general control of meaning - best fit approach here as spelling is weak but elsewhere there is control.

9+2 = 11 marks.

11

CANDIDATE 5

ROMEO AND JULIET ESSAY

concise overview, with a sense of character's impact across the whole play

makes an apt selection with assured analysis

begins tracking character from the start of the play

integrating quotations effectively

12

thoughtful, tentative probing of sub-text

shows appreciation of Tybalt's impact on structure

appreciation of a key device and its effect

sees cause and effect

evaluative comments

13

again, comments are engaged and evaluative

makes a perceptive point

well-chosen quotation

14

uses the whole text with clear focus

astute appreciation of character's significance in driving the plot

This response is sustained and sensitive, showing a perceptive understanding of Tybalt's character and importance to the text as a whole. Integrated appreciation of his impact on the play's structure helps to push the AO2 mark to the top of the scale.AO1 - Band 5.AO2 - Band 5.AO4 - High Performance.

20+5 = 255marks.

15

CANDIDATE 6

POETRY

attempts to introduce context

has a clear focus and makes an inference

selects and highlights detail

builds on previous points

The response has focus and makes two or three supported, straightforward points, but lacking further development.AO1 - Band 3.AO2 - Band 2.AO3 - Band 2.

7 marks.

16

begins with some contextual comparison

makes a broad but unsupported point

some more generalised contextual comparison - again lacking specific support

The candidate doesn't really get going, offering only some generalised, mainlyycontextual comments. The response lacks both development and specific detail, some of which could have at least have come from the 7.1 response.AO1 - Band 1.AO2 - Band 1.AO3 - Band 2.Comparison - Band 2.

8 marks.

17

CANDIDATE 7

POETRY

begins with some coverage of context

selects and highlights, beginning to address AO1 and AO2.

tracks through, selecting some specific detail

18

probes sub-text

The candidate tracks through the poem, with some straightforward selection and comment. AO1 - Band 3.AO2 - Band 2.AO3 - Band 2. 7 marks.

19

offers some interpretation of detail

contrasts structures with some probing of effects

valid comparison with apt support, with some implicit context

selects and infers through comparison

20

offers a valid contrast, but without specific support

again, the point of comparison is reasonable but lacks supporting detail

manages some more specific comments here

contrasts tone, with some appreciation of contexts

AO1 - Band 3AO2 - Band 2

12 marks

The candidate is keen to compare and adopts an 'integrated' approach, which perhaps limits the overall understanding of the selected poem. More specific selection of detail would have pushed the mark higher.

AO3 - Band 2Comparison - Band 3 21

CANDIDATE 8

POETRY

manages to combine elements of AO1, AO2 and AO3 here

selects and probes language choice

makes a thoughtful inference

inferences are assured and quite perceptive

22

again, manages to integrate AO3 into discussion

concise, thoughtful comments

grasps a key idea

This response is focused and covers plenty of ground concisely; most paragraphs integrate all three AOs very effectively, pushing to the bottom of Band 5.AO1 - Band 5AO2 - Band 4AO3 - Band 4

13 marks

23

selects and interprets specific detail

sees a contrast and links to context effectively

perceptive link

tentatively probing sub-text

24

thoughtful, well-supported context

makes sensitive inferences, with close attention to techniques and language choice

contrast is aptly supported

AO3 - Band 4Comparison - Band 5

AO1 - Band 4AO2 - Band 5

21 marks

The candidate again integrates comments on all three AOs throughout the response, resulting in a concisely expressed, assured discussion.

25