GCE Getting Started - Pearson qualifications€¦ · Web viewStudents are given 400-word extracts from the text and asked to relate the themes and characters within this extract to

GCSE English Literature 2015

GCSE English Literature 2015Component 1 Section A: ShakespeareScheme of Work

Introduction

Centres choose to study one of the following Shakespeare plays: ● Macbeth ● The Tempest● Romeo and Juliet ● Much Ado About Nothing ● Twelfth Night ● The Merchant of VeniceSection A – Shakespeare: students complete a two-part question.● Part a) is focused on the close language analysis of an extract (AO2). The extract will be approximately 30 lines in length. ● Part b) is focused on how a theme from the extract is explored elsewhere in the play (AO1 and AO3). The focus will be on

maintaining a critical style and demonstrating an understanding of the relationship between the text and the context in which it was written.

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Component 1 Section A: ShakespeareWeek Paper/theme Learning outcomes Content Exemplar resources1/2 Paper 1:

Introducing the Shakespeare play – an overview

Students will have an understanding of:● the plot● major themes/issues● major characters● key relationships● key terminology● the period of the text and

relevant contextual details.

● Give groups of students one major theme/character/event to produce a role play.

● Issue pairs of students with two research questions on particular aspects of the play. These could be contextual aspects, such as the background history, geographical aspects, sociological aspects, or biographical aspects, but could also relate to the themes and characters within the play. Students present findings to the class.

● Provide students with strips of paper outlining the plot. They sequence these in the correct order.

● Allocate an area of the play to groups of students to provide a dramatic reading to the class.

● Ask students to predict what will happen in the following scene/act.

Drama textFilm version(s)Live performance

3–6 Paper 1: Detailed study of the Shakespeare play

Students will have a detailed understanding of:● the sequence of events● the characters● language, form and

structure

● Students read the whole play – keeping a reading log of scenes/acts in a table which outlines and summarises key events.

● Students annotate and analyse specific speeches given by characters. They keep note of language, form and structure, and what this tells us about character/motive.

Drama TextGraphic novelsFilm versions of the play

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Week Paper/theme Learning outcomes

Content Exemplar resources● the development of

relationships● performance● the development of

themes● staging● how the text would be

received at the time and how this might differ today.

● Discuss the implications that the time of writing might have on a modern reader's response.

● Students re-write a scene in a contemporary style.

● Students consider how a scene can be staged including: lighting, settings and props. Students annotate an extract and draw a sketch.

● In pairs, students produce posters about key characters/theme/acts.

● Act out scenes and compare with modern adaptations, e.g. graphic novels, films or performances seen.

● Students should watch different versions of the same scene and make comparisons with these and the actual text. Students then annotate a copy of the original script, providing a director's guide for the actors. Hot seat characters at key moments.

● Hold mock 'trials' of specific characters with one student as the specified character, and the class as the jury. Pose questions to the accused and students consider the character's 'guilt' and/or 'motive' and come to a verdict.

● Students produce a storyboard of each act.




Content Exemplar resources

7 Paper 1: Analysing Shakespearean language and close reading

Students have a detailed understanding of:● language, form and

structure and how this is used to create characters, relationships and themes

● using an extract to support their answer.

● Students can either be given or asked to find a 30-line extract from the play they have studied. They should then take either a character or a theme which is the focus of this 30-line extract and highlight each language feature or quotation which helps illustrate the character or theme.

● They should then compile a table with each character point in one column and the quotation or the language feature which supports their reading.

● Using the Sample Assessment Materials, students should practise reading a 30-line extract and answering the (a) part questions. They should write their response and then, in pairs, look at their responses alongside the mark scheme to see how their response could be improved.

Sample Assessment Materials

8 Paper 1: Themes and contexts

Students will gain a greater understanding of the contexts of the play, such as:● historical setting, time

and location● social and cultural

contexts● literary context (genre,

etc.)

● Students investigate the key themes and relationships of the play and how they relate to the social and cultural contexts of the time (e.g. the role of women; views of marriage; magic and witchcraft).

● Students should also build on their knowledge of language to discuss literary contexts, such as blank verse or soliloquy, and how this informs their understanding of the theme or character.





Content Exemplar resources● writing responses which

combine context points with evidence from the text.

● Students focus on the (b) part questions in the Sample Assessment Materials as well as teacher-set questions based on the themes and contexts of the whole play.

● Students should write their responses and work in pairs to review them alongside the mark schemes to see how their responses could be improved.

9 Paper 1: Section A Exam Practice

Students will: ● understand the

requirements of the examination and will be familiar with the types of questions that they may be asked

● maintain a critical style and develop an informed personal response

● use textual references, including quotations, to support and illustrate interpretations

● self-assess their own

● Provide students with a copy of the relevant questions from the Sample Assessment Materials. In pairs, students read the questions and annotate them.

● Students share ideas with the rest of the class, providing their thoughts about what could be written in response to the question.

● Provide students with a copy of the mark scheme. Students highlight key points on the mark scheme

● Mock examination – 55 minutes is suggested for this section of the paper.

● Students should use the mark grid to understand how their mark was given and identify ways they can improve their





work and identify areas where greater coverage is required.

responses in the future.



GCSE English Literature 2015Component 1 Section B: Post-1914 British play or novelScheme of Work

Introduction

Centres choose to study either a British play or novel from the following list:● An Inspector Calls – J B Priestley ● Hobson’s Choice – Harold Brighouse ● Blood Brothers – Willy Russell ● Journey’s End – R C Sherriff ● Animal Farm – George Orwell ● Lord of the Flies – William Golding ● Anita and Me – Meera Syal ● The Woman in Black – Susan HillSection B – Post-1914 British play or novel: ● Students answer ONE essay question from a choice of two on their studied text.● Each question will be preceded by a short quotation from the text, to provide a stimulus for the response.● Questions will focus on one or more of the following areas: plot, setting(s), character(s) and theme(s) and will require students to

explore the question in relation to the context.● Marks will also be given for accurate use of spelling, punctuation and grammar.● Assessment Objectives covered are AO1, AO3 and AO4.



Component 1 Section B: Post-1914 British play or novelWeek Paper/theme Learning outcomes Content Exemplar resources1/2 Paper 1:

Introducing the Post-1914 text

Students will have an understanding of:● the major themes in the

play/novel● the characterisation in

the play/novel● the use of structure and

form/stagecraft/relationships

● the relationship between the text and the context in which it was written.

● Give groups of students a theme from the play/novel and they produce a role play.

● Students read the stage directions for the play's setting or a setting described in the novel and produce a sketch of the scene. Ideas are compared with others in the class or with film/TV adaptations.

● In groups, students predict what might happen in the next act/chapter.

● Students produce and update character profiles, containing references to areas of text, key quotations, descriptions, relationships.

● Students produce a table of acts/chapters where key themes are evident.

● Students consider the contextual background of the play/novel and how this is demonstrated within the text studied. They should look at the historical context as well as the social, cultural and literary context.

TextFilm version(s)Live performance

3-5 Paper 1: Close reading of the Post-1914 text

Students will have a detailed understanding of:● the sequence of events● the characters● the development of

● Students complete their reading of the whole text.

● Students keep a reading log, noting key events and summaries of acts/chapters.

● Students read complete text.

TextKeep reading logFilm version(s)




Content Exemplar resourcesrelationships

● the development of themes

● stagecraft/structure.

For the play:● Acting out sections of the play in small groups

and comparing interpretations of the same scene with other groups and film versions.

● Compiling director's notes or annotating scenes as a director would.

● Hot seating characters. Most effective after a performance.

● Sketching settings, costume, characters, lighting for a particular scene.

● Group discussions about different interpretations.

● Students consider the setting and contextual background and how this is portrayed in the play.

For the novel:● Hot seating characters.● Keep a table or visual representation of the

relationships in the novel. ● Produce a timeline of events in chronological

order.● Explore where themes/characters appear in

different areas of the novel.● Sequencing of events.● 'Who said...' and 'who did ...' what





games/quizzes.● Discuss differences between text and film

versions.● Students consider the contextual setting and

how this is represented in the novel.

6/7 Paper 1: Character and theme studies

Students will: gain a more detailed

understanding of character/relationships/motives and the themes of the play or novel.

For the play:● Students compile a list of methods used by

the writer to create characters and themes.● Students read a scene of the play which

introduces a character. Students analyse how the character is presented – what first impressions do the audience have of the character and whether this view changes as the play comes to an end.

● Students read a scene of the play which introduces a theme and trace this theme through the play, noting how it changes and/or grows.

● Students give instructions to the 'actor' playing the part of the character, explaining how they should perform and how to present themselves.

● Students create a record of the main themes and how each character responds to the theme or is a part of its development.

TextKeep reading logFilm version(s)




Content Exemplar resources● Students maintain a record of relationships

between the characters and the motives behind particular actions or events.

● Students consider how the character and theme relates to and is illustrative of context.

For the novel:● Character profiles are kept and added to

throughout the close reading. Comments should be made about appearances – both public and private, relationships and key moments within the novel which best exemplifies the character.

● Students explore an area of text where a character is introduced. A poster or mind map is produced to summarise the main points about this character.

8 Paper 1 Section B: Exam Practice

Students will: ● understand the

requirements of the examination and will be familiar with the types of questions that they may be asked


● use textual references,

● Provide students with a copy of the relevant questions from the Sample Assessment Materials. In pairs, students read the questions and annotate them.

● Students share ideas with the rest of the class, providing their thoughts about what could be written in response to the question.

● Provide students with a copy of the mark grid. Students highlight key points on the mark grid.

● Mock examination – 50 minutes is suggested






including quotations, to support and illustrate interpretations

● self-assess their own work and identify areas where greater coverage is required.

for this section of the paper.● Students should use the mark grid to

understand how their marks were given and identify ways how they can improve their responses in the future.

● Students should also use the AO4 marking grid to see how their work could be improved for vocabulary, sentence structure, spelling, punctuation and grammar.



GCSE English Literature 2015Component 2 Section A: 19th-century novelScheme of Work

Introduction

Centres choose to study one text from: 19th-century novel:● Jane Eyre – Charlotte Brontë ● Great Expectations – Charles Dickens ● Dr Jekyll and Mr Hyde – R L Stevenson ● A Christmas Carol – Charles Dickens ● Pride and Prejudice – Jane Austen ● Silas Marner – George Eliot ● Frankenstein – Mary ShelleySection A – 19th-century novel: ● Students complete a two part question. Part 1 is focussed on a close language analysis of an extract of approximately 400 words.● Part 2 questions may focus on different aspects of the text, requiring exploration of one of more of the following areas: plot,

setting(s), character(s), theme(s).● Assessment Objectives covered are AO1 and AO2.This is a closed book examination.



Component 2 Section A: 19th-century novel Week Paper/theme Learning outcomes Content Exemplar resources1 Paper 2:

Introduce key characters and themes in the 19th century novel

Reading opening chapters

Students will have an understanding of:● the themes of the whole

text and will have predicted how they might develop

● the main characters and something about their personalities and backgrounds

● the relationships between the characters and how they might develop.

● Give groups of students the title of the text, one theme and one key event or fact. Ask each group to predict how the plot might develop. Groups should present their findings and be prepared to adapt ideas in the light of other groups' ideas.

● Give students a list of major characters and one or two key personality traits. Read the first chapter and ask students to respond to a list of questions, which might include setting, time, tone and dialogue. Students should add information to their character file. As reading of the novel progresses, students add information to this and build up their bank of information.

● Provide students with a list of the key themes in the text. Students create a table where they can track and record where the themes are evident in the novel.

TextList of major charactersBlank tables for ‘theme’ and ‘character’ studies.

2–6 Paper 2: Reading the 19th Century prose text

Students will understand:● the ways in which

themes, characters and relationships develop as the text progresses

● the language used by the writer to create

● Students should read the entire text. Some of the following activities might be useful in achieving a good understanding of the text:

● Keep a reading log, updated at least to the end of every chapter. The log may include a summary of events and notes about technique.

TextFilm version(s)Reading log




Content Exemplar resourcesmeaning and effect

● the narrative structure of the text.

● Keep a character profile record for each of the key characters and add to this at the end of each chapter/section. Include memorable quotes and notes about relationships between the characters.

● Keep updating the 'theme' table created in Week 1.

● Hot seat characters using questions prepared by the group.

● Characters and/or writer invited to a chat show to explain their actions and decisions. Understanding of characters and their actions are developed from this activity.

● Groups of students can produce a display/poster/information sheet summarising key events/themes/characters.

● Students can match key quotations with characters using small cards. Similar can be done with sequencing plot details which help students to recall, memorise and locate information more easily.

● Students can select a sample of quotations relating to a character/theme and explain what these tell us about a character/theme. Practise putting these into Point, Evidence, Explain, paragraphs.

● Students are given or select six quotations





relating to a character and theme and explain how the writer has used language and structure. Students identify relevant subject terminology where appropriate.

● Students are given 400-word extracts from the text and asked to relate the themes and characters within this extract to the rest of the novel.

● Create quizzes or games relating to the chosen text.

● For starter activities and plenaries, students can be asked to provide three memorable quotes by a named character, 'who says' or 'who did' activities, predicting events in the next chapter or providing quick summaries.

7/8 Paper 2 Section A: Exam Practice

Students will: become familiar with

the requirements of the examination paper

become aware of key terms and phrases in the questions.

gain confidence with the text and examination

Provide students with a copy of the relevant exemplar in the Sample Assessment Materials. Students read the given extract and locate relevant information in order to answer the question.

Students also respond to part b) of the question using their knowledge of the whole text.

Students practise writing responses. Provide students with a copy of the mark grid

and ask them to assess their own response.





Content Exemplar resources maintain a critical

style and develop an informed personal response

use textual references, including quotations, to support and illustrate interpretations.

Mock exam. It is recommended that students spend 55 minutes on this part of the paper.



GCSE English Literature 2015Component 2 Section B: Poetry since 1789 Part 1 Poetry AnthologyScheme of Work

Introduction

Centres choose to study one collection from the Pearson Poetry Anthology: ● Relationships ● Conflict ● Time and PlaceEach collection contains 15 poems and includes Romantic, Literary Heritage and Contemporary poetry. Part 1: ● Students answer ONE question on one named poem from the poetry anthology collection, reproduced in the question paper, and

one poem of choice. ● Students will compare the poems. Questions will focus on the language, form,structure of the poem (AO2) and the contexts in which

the poems were written (AO3). ● Students will compare the poems. ● Questions will focus on the language, form, structure of the poem (AO2) and the contexts in which the poems were written (AO3). All 15 poems from one collection must be studied.



Component 2 Section B: Poetry since 1789 Part 1 Poetry AnthologyWeek Paper/theme Learning outcomes Content Exemplar resources1 Paper 2:

Introduction to the Anthology

Students will:● know which set of poems

they are studying● be aware of the major

themes in the poems● become aware of learning

objectives● understand PEEE or PETER

method of analysis.

● Students produce a concept or mind map relating to the chosen collection (Relationships/Conflict/Time and Place). For each poem in the collection, they explain how this illustrates/fits with the collection's title.

● Students are given the assessment objectives for this component in order to understand requirements.

● Students should be reminded of PEEE and PETER methods of analysis (Point, Evidence, Explain, Explore or Point, Evidence, Technique, Effect on Reader) using quotations, to support and illustrate interpretations.

Poetry Anthology resources

2–7Combinewith language and context block below

Paper 2: Theme Students will know how to: ● identify the theme and

distinguish between ideas● support a point of view by

referring to evidence in the text

● recognise the possibility of and evaluate different responses to a text

● use understanding of writer’s social, historical and cultural contexts to

● Students should study, in some depth, each poem in the chosen collection. For each poem, students should explore the following aspects:o Themeo Imageryo Language choiceo Dictiono Formo Structureo Rhyme and rhythm







inform evaluation; the relationship between the text and the context in which it was written

● make an informed personal response that derives from analysis and evaluation of the text

● compare the themes of the poetry.

o Voice.● In order to fully understand these, using own

knowledge and by using a dictionary, students write a definition for each of these words in their exercise books.

● Students should keep a revision table for each poem as they are studied and have a list of poem that can be compared with each other. Sections could include each of the points above.

● Students should compile a table in order to help compare the poems. They should study one poem and then list the other poems which could be compared to the theme or the topic of this named poem.

● Provide students with a sample essay from the Sample Assessment Materials and ask them to mark it using the marking grid. Highlight where examples of where language, theme, structure and form are considered. In another colour highlight references to the question.

● Students should also use these sample essays to consider how to compare the named poem with another poem of their own choice. They should identify the strengths and weaknesses of the comparisons and how they could improve the responses.

2-7 Paper 2: Language

Students will know how to:● analyse and evaluate

● Students should identify specific language points. Revise figurative language and other





Content Exemplar resourcesStructure and Form and context

language (including figurative language)

● analyse and explore how structure, form and presentation contribute to quality and impact of a poem

● use linguistic and literary terminology for such evaluation (such as, but not restricted to, phrase, metaphor, meter, irony and persona, synecdoche, pathetic fallacy)

● compare different writer’s use of language, structure and form

● compare the context of the poems within the collection.

specific literary terminology. Revise by pairing the term with correct definition using revision cards.

● Revise structure and form through a variety of techniques: matching with revision cards; linking and pairing definitions with terms; a short quiz.

● Discuss: identify a technique used (both language and structure) and explore the effect on the reader. Students should consider why a particular form or technique has been used.

● Students should also look across all of the poems in the collection to compare how each poem uses different or similar language, structure and form to create different or similar effects.

● Students learn about the literary and social context of each of the poems, learning about the historical setting of the poem where appropriate. They should then add a column to their comparison table to see how these contexts are similar or different across the collection of poems.

8 Mock Exam Students will:● understand how to

prepare for the examination and be familiar with types of questions

● Provide students with a copy of the relevant poetry question from the Sample Assessment Materials. Students read and annotate the poem and identify another poem to compare with the poem in the question. Students then identify what the poem is about and the ideas and methods used (including structure and form) and






● have the opportunity to self-assess their own work and identify areas for revision and further study.

how the other poem they have chosen is similar or different.

● Students share ideas with the rest of the class.● Provide students with a copy of the mark

scheme. Students highlight key points on the mark scheme.

● Mock exam. It is recommended that students spend 35 minutes on this part of the paper.

● Students should use the mark scheme to understand how their mark was given and identify ways they can improve their responses in the future.



GCSE English Literature 2015Component 2 Section B: Poetry since 1789 Part 2 Unseen PoetryScheme of Work

Introduction

Part 2: Students answer one question comparing two unseen contemporary poems that are linked by a theme. Students are required to compare the poets’ portrayals of the theme through their use of language, form and structure (AO1 and AO2).● Teachers are welcome to use the examples of contemporary poetry from any collection to help prepare their students for the

unseen poetry task in Section B, Part 2. Students should also read poems beyond the anthology.● Students will need to be able to analyse the ideas, language, form and structure of two unseen poems and compare them.



Component 2 Section B: Poetry since 1789 Part 2 Unseen PoetryWeek Paper/theme Learning outcomes Content Exemplar resources1 Paper 2: Making

sense of two unseen poems and drawing comparisons.

Students will have an understanding of:● how to gain an informed

overview of the theme and subject matter of the two poems

● how a poet might use language, structure and form

● the relationship between the texts

● how to compare two poems.

● Provide students with a copy of an unseen poem and invite them to look for clues to facilitate understanding. They could be guided to look at: what the poem is about, the poet's ideas and the methods used to convey ideas (AIM – about, ideas, methods).

● Individually, students write a brief response to one poem. Then they share their responses in pairs, then join with another pair to form a group of four.

● The process is repeated for a second poem and then in groups, the similarities and differences should be discussed. Each group presents to the rest of the class.

● In pairs, students should explore aspects of language, both standard and non-standard forms. Lexical fields and their connotations should be considered. Students highlight specific words and phrases used in both poems and produce a table to illustrate how the techniques are used by both poets.

● Students select three quotations from each poem and explain their effect on the reader.

Contemporary poems from collections not studied for paper 2 part 2: Anthology Poetry and any other poems which have been used in the classroom and are known to engage students.

2 Paper 2: Language, Imagery and

Students will be able to write about: how a poet uses

Each pair of students is given a phrase, sentence or a line or two of a poem to explore. Students sit back-to-back and sketch the





Content Exemplar resourcesSound language to create

meanings and effect how a poet uses

imagery to present themes and ideas

how a poet uses alliteration and onomatopoeia to create tone and atmosphere.

image. Interpretations are then compared. Draw together the complete poem and each

pair provides detailed feedback on the lines that they have examined. Class discuss ideas.

In pairs, students discuss the connotations of words and the mood created. They should guess the theme of the poem from which the words were taken.

Students identify specific literary terms, e.g. simile, metaphor, personification. Students discuss what effect these devices have and what effect they have on the reader.

3/4 Paper 2: Rhyme and rhythmForm and structureVoice

Students will be able to:● show how the use of

rhyme and rhythm supports the delivery of the theme

● identify the poet's use of structure and form

● identify the significance of stanza patterns

● identify the author's voice

● Students are presented with a poem (with an easily-identifiable rhyme scheme) that has been cut into strips. In pairs, they put the strips into order.

● Each pair shares their response and explains reasons for their choices. Ask how significant the rhyme and rhythm was when they discussed the order.

● Give students a poem with an irregular form. In pairs discuss the differences. Provide students with a list of possible themes and ask them to consider whether a regular or irregular form would be more effective for each theme.

● Explain different poetic forms and provide






students with copies of each form to annotate.

● Students explore the meanings of 'structure' and 'form' - using dictionaries or internet research. Discuss the differences.

● Show students how to label a rhyme scheme and present them with a poem to label themselves.

● Discuss the concept of the author's voice. Discuss how the reader can identify the author's voice in the poem.

5/6 Exam Practice Students will:● understand how to

prepare for the examination and be familiar with types of questions

● have the opportunity to self-assess their own work and identify areas where greater coverage is required


● use textual references, including quotations, to support and illustrate

● Provide students with a copy of the unseen poems in the Sample Assessment Materials. In pairs, students read the poems and annotate them. Identify what the poem is about, ideas and methods used (including structure and form).

● Students share ideas with the rest of the class.

● Provide students with a copy of the mark grid. Students highlight key points on the mark grid. They should identify that marks cannot progress beyond Level 2, if they only write about one poem.

● Mock examination – 50 minutes is the suggested time for this section of the paper.

● Students should use the mark grid to understand how their mark was given and


Sample Assessment Materials.




Content Exemplar resourcesinterpretations. identify ways how they can improve their

responses in the future.

7 Further Exam Practice

Students will:● find links within and

between poems● gain more practice when

exploring unfamiliar material


● use textual references, including quotations, to support and illustrate interpretations.

● Students are asked to find a poem relating to a specific theme. The poem should be printed/written out and collated into a group anthology.

● Students (individually or in pairs) pick one of these poems and write a ten question quiz relating to it. A class quiz covering all poems ensues.

● In pairs, students select one poem and prepare a short class presentation about it.

● Students annotate their class anthology.● Students write a response, comparing two

poems of their choice using textual references, including quotations, to support and illustrate interpretations.

Contemporary poems from collections not studied for paper 2 part 2: Anthology Poetry and any other poems which have been used in the classroom and are known to engage students.


GCE Getting Started - Pearson qualifications€¦ · Web viewStudents are given 400-word extracts from the text and asked to relate the themes and characters within this extract to

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