English Curriculum Overview
Head of Department: B Rackstraw
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GCSE Assessment Objectives
English Curriculum Overview
Head of Department: B Rackstraw
Email:
Language A01
Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts.
Language A02
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.
Language A03
Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.
Language A04
Evaluate texts critically and support this with appropriate textual references.
Language A05
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.
Language A06
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Literature A01
Read, understand and respond to texts.
Literature A02
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
Literature A03
Show understanding of the relationships between texts and the contexts in which they were written.
Literature A04
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
English Curriculum Overview
Head of Department: B Rackstraw
Email:
Band / KS2 / Assessment Objective Descriptors / Target GradeYear 8 / 1 / Higher Attaining Pupils / Reading
· Make an articulate and critical response of character/theme across the text
· Judicious use of embedded quotations across the text
· Perceptive analysis of evidence, with detailed analysis of language features/choices
· Evaluation of writer’s methods and intended impact
· Discriminating reference to context
Writing
· Paragraphing is integral to meaning and purpose fluidly linking arguments and counter arguments with a sophisticated use of connectives.
· Range of ambitious vocabulary judiciously chosen and correctly spelled.
· Well-judged and perceptive arguments and counter arguments established and sustained throughout.
· Variety of accurately demarcated sentence structures across the text with rare loss of control.
· Register is convincing and compelling for an adult audience and purpose / 8+
2 / Core & Extend / Reading
· Make a thorough interpretation of character/theme across the text
· Precise and consistent use of (embedded) quotations across the text
· Thoughtful/thorough analysis of evidence, with reference to language features/choices
· Thoughtful understanding of writer’s methods and intended impact
· Relevant reference to context
Writing
· Paragraphs are logically sequenced to distinguish between arguments and counter arguments with an effective use of connectives.
· Range of vocabulary generally judiciously chosen and correctly spelled.
· A range of convincing arguments and counter arguments is presented and sustained throughout.
· Some variety of accurately demarcated sentence structures across the text with rare loss of control.
· Register is convincing and generally matched for audience and purpose / 7
3 / Reading
· Make a sound interpretation to character/theme across the text
· Sound use of quotations across the text
· Secure analysis of evidence
· Secure understanding of writer’s methods and intended impact
· Reference to context
Writing
· Paragraphs communicate main ideas with links between arguments and counter arguments with a correct use of connectives.
· Some range of effective vocabulary chosen and correctly spelled.
· Valid arguments and counter arguments are established and mostly sustained throughout.
· Some variety of sentence structures across the text with mostly accurate demarcation.
· Paragraphs are logically sequenced to distinguish between arguments and counter arguments with an effective use of connectives.
· Range of vocabulary generally judiciously chosen and correctly spelled. / 6
4 / Core / Reading
· Make a clear interstation of character/theme
· Relevant use of quotations
· Clear explanation of evidence
· Some understanding of writer’s methods and intended impact on the reader
Writing
· A range of convincing arguments and counter arguments is presented and sustained throughout.
· Some variety of accurately demarcated sentence structures across the text with rare loss of control.
· Register is convincing and generally matched for audience and purpose / 5
5 / Support / Reading
· Make a simple interpretation of character/theme
· Some use of quotations
· Some relevant explanation of evidence
Writing
· Some paragraphs communicate main ideas in arguments and/or counter arguments with some use of connectives.
· Some evidence of choice of vocabulary commonly used words are spelled correctly.
· Some arguments in favour and against are presented.
· Writing is sometimes organised in full sentences.
· Occasional awareness of appropriate register for task. / 4
6 / Support + / Reading
· Make basic/limited interpretation of character/theme
· Makes limited/paraphrased references to the text
Writing
· Limited or no uses of paragraphs.
· Limited vocabulary and common words misspelled.
· Some attempt to present arguments.
· Occasional use of sentences.
· Limited awareness of appropriate register for task. / Below 4
English Curriculum Overview
Head of Department: B Rackstraw
Email: