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Assessment Objectives
Reading
AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts.
AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
AO4: Evaluate texts critically and support this with appropriate textual references.
Writing
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Assessment Outcomes
Introduction
In Section A the focus is on an extract from pre-1914 literature. There will be four questions related to the extract, which range from comprehension through to offering a critical opinion about how the text has been written. The key factor in this section is the need to give students strategies for coping with complex texts. If the student lacks resilience to read the text, they will achieve few marks.
Section B carries a greater weight of marks in this paper. Creative writing is accessible to students but it is hard to instil in students the discipline needed to get the higher marks. It is important that students are trained to focus more upon effective choices, than overly complex plots.
Lesson One
Learning Objective
Introduction: It is crucial that students are equipped to deal with any text that the examiner selects. It is likely that the text will include archaic vocabulary and complex sentence construction. Therefore, students need a variety of strategies that will help them to deal with aspects of the text that they might not understand.
Starter Activity
Encourage students to reflect on what they do when they read a book. Ask the question: what do you do when you come across a word you do not understand?
Share students’ reflections and come up with a list of strategies that students use.
Development
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