You will also undertake an Oral Presentation for which the Mark will be awarded separately Paper 1: In order for this to happen you will need:
They are given no context for the piece, just bare information about the writer and when it was written, as they might have in the exam. The teacher reads the passage, while the class follow. Students are then asked to read one section of the text again, and to underline and label any examples they can find of literary devices.
To help them, there is a discussion of what these might be — metaphors, alliteration, vivid adjectives, short and long sentences and so on. After 5 minutes or so, students report back what they have found.
The teacher annotates English language gcse coursework projected copy of the passage on the board. With the teacher scribing on the board, the class write a simple paragraph about one of the techniques, scaffolded with sentence stems. With this as a model, the class go on to write their own sentence about one of the other techniques.
The teacher gives feedback on these, projecting examples and inviting the class to critique them. This sequence is pragmatic. It mimics the exam form and foregrounds for students the thinking and skills they need.
However, in its pragmatism it is also dry and functional. It constructs English as all about answering exam questions, not as about reading real texts. In years 7 and 8 it is deadly! It is slightly more time-consuming, but is likely to generate more engagement and to provide more challenge, including for the highest attaining.
What might mean that a passage from a novel becomes famous?
Some ideas are fielded and shelved for later. The teacher projects an image of a coastal marshland and asks students to imagine themselves into the landscape.
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|Specification||Through reflecting on what makes a fictional or non-fiction text effective, you will then improve your own writing. Students will experiment with different kinds and forms of writing, developing their confidence, accuracy and skill.|
They brainstorm words to describe the atmosphere and character of the landscape. The teacher then gives the text to the class, as copied pages from the novel but with space for annotation, and explains where it is from.
The teacher reads the passage, while the class listen, knowing that they will be asked to write down some immediate reactions and questions. Student spend a couple of minutes writing down their immediate reactions, as does the teacher.
The teacher directs the class back to the KLQ. What might make this passage famous? The idea is raised that the descriptions might be one reason. Students are asked to read through these bits again, and to underline what they think are the THREE most effective moments of description.Physical Education GCSE (Short Course) from GCSE; Psychology GCE AS/A (from ) GCSE English Language Subject Officer.
Out Of Wales. Nancy Hutt Email Nancy.
GCSE English Language Subject Officer. Wales Only. Guy Melhuish A GCSE in English Language at grade '4' or above is an essential qualification for most jobs. It is also needed if you want to undertake further training for professional .
GCSE English Language Our specification is designed to inspire and motivate your students, providing appropriate stretch and challenge whilst ensuring that the assessment and texts are, as far as possible, accessible to all students.
Who is the course for?
Students achieving grade D / 3 in a GCSE for English language in summer Students who have achieved a L2 Functional Skills English qualification. This Learning English GCSE Course will provide learners with a fantastic insight into learning key skills to prepare for studying their English Language and Literacy GCSE’s.
Covering aspects of poetry, fictional writing, non-fictional writing, transactional writing. Upon successful completion of this home learning course, you will receive a GCSE in English Language, issued by AQA.
This syllabus has been chosen specifically because it is the best suited to distance learning.