GCSE English/English Language Preparing to Teach Unit 1 Candidate Responses and Commentaries Higher Tier klm Version 1.0
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GCSE English/English Language Preparing to Teach Unit 1 Candidate Responses and Commentaries
Higher Tier
klm
Version 1.0
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Candidate Responses
Script 1
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Script 2
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Script 3
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Script 4
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Script 5
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Script 6
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Script 7
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Script 8
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Script 9
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Script Commentaries
Example Q HT 1 HT 1 The candidate shows a clear understanding of the text with relevant references and
comments. Parry’s learning about different cultures, his partaking in rituals and his eating different foods from the tribes he visited, are noted. Engagement with the text is made with reference rather than direct quotation. The candidate interprets that Parry ‘enjoyed his trip’ and speculates that he is ‘glad to be back’ in London. More to say: further detail; direct quotation; reference to ‘getting in the zone’ , TV show, showing respect. This is borderline Band 3, 5/8 marks
2 HT 2 The link is made between the headline and the text but is not explored or explained. The effect on the reader- ‘curious’- is relevant. The link between the picture and the text is made-‘it shows evidence of the new discoveries’. The diagram is described: red zone, undersea mountains, Australia map as is its function, to ‘indicate’ More to say: exploration of the meaning and effect of the key words in the title, fuller exploration of the layout, colour of the picture and diagram. It’s borderline Band 2/3 but the headline is not really dealt with. Band 2, mark, 4
3 HT 3 The candidate has a clear understanding of Mansur’s thoughts and feelings in the text and makes relevant interpretations and references. Thoughts noted include: memories of childhood, the ruin of Afghanistan, the ‘change’ to the ‘most mined place in the world’, ‘good to escape’ for a while. Feelings of freedom, and being ‘glad’, worry for the children collecting supplies (author) are noted. Ideas supported by reference rather than direct quotation. More to say: the ‘treasure’ of western music; the ‘beautiful’ landscape; the irony felt at the travel guide descriptions. Band 3, 6/8 marks
4 HT 4 The candidate notes ‘war-torn imagery’ and supports it with the ‘harrowing’ image which is quoted. This is then compared in its ‘graphic effect’ to a quote from Jan Moir with a comment . This is clear and relevant analysis. Moir’s use of humour to enhance her purpose is noted and extended to the Afghan piece. The answer is unfinished but as it stands is in Band 3 . More to say: further examples of language use and effects, cross referenced; sustained, perceptive analysis. Level 3, 10/16 marks
5 HT 5 The candidate has attempted a letter frame and communicated with success. There is an attempt to explain why the place chosen is very special. However, the group, ‘girly day out’ with Lucy and Rachel somewhat contradicts the sense of the task and the ‘I’m missing you loads’. Nor is the idea of Skegness being ‘adrenalin filled’ and ‘quiet’ really convincing. There is a successful attempt to recover the task made at various points. Appropriate use of paragraphs is shown, some variety in sentence structures but also weaknesses in sentences, grammar and spelling. AO3, i, ii: Band 3, 6 marks; AO3, iii: Band 2, 3 marks. Total 9/16
6 HT 6 The candidate has understood the topic and stated a point of view. The issues of disruption and having ‘free will to do what they want’ without being watched by TV crews is noted. Some development is offered concerning permission and limits. Argues with some success. Audience is referenced in the conclusion. There is room for more variety of ideas and development. Paragraphs are appropriately employed. Some slips in expression. sentences mainly accurate, some basic spelling errors. AO3, i, ii: Band 2, 8 marks; AO3, iii: Band 2, 4 marks. Total 12/24
7HT 2 The effect of the headline and its link with the text is understood and explored –‘rainforest’, ‘assonance’. Detail and interpretation of the picture is explored together
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with effects –‘intrigued’, ‘appeals to ‘, ‘ entice’, ‘encourage’ with a perceptive observation about design. The value of the graphic is noted for different audiences. The links are made with the text in a general way. More to say: about the key words in the title-‘new’, ‘reveals’, ‘deep’. There is plenty to detail about the graph. Closer links with the text. The response offers some interesting and perceptive ideas and so achieves Band 4. 7/8 marks.
8 HT 4 The candidate has focused on the use of language by the writers and the effects on the reader. There is direct reference to the texts in support of comments. The response is varied and detailed and includes some perceptive remarks. More to say: there is more material to be had from both texts e.g. in Afghan the juxtaposition of descriptions of beauty and destruction and the colloquial or ‘street’ l language attempted by Parry. Band 4 14 marks, close to 15
9 HT 6 The rhetorical devices indicate audience/article awareness and the writing develops into a fluent, well organised piece which is clear, convincing and compelling in parts. There is evidence of developed vocabulary and sentence variety in writing which is entirely accurate. AO3, i, ii: Band 4, 15 marks; AO3, iii: Band 4, 8 marks. Total 23/24
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