ENTRY PATHWAYS - SUMMER 2012 ADDITIONAL ENGLISH. Unit Code/Level Total no. centres Total number of centres that

Transcription

1 ENTRY PATHWAYS - SUMMER 2012 ADDITIONAL ENGLISH Chief Examiner: Marilyn Walters Unit Code/Level Total no. centres Total number of centres that entered for unit met all assessment criteria The centres who were successful in meeting the assessment criteria were able to do so because they had formed their tasks around the criteria, i.e. the candidates work was criteria led. When the work had been completed, it had been marked with criteria based annotation in the margins and detailed assessment records informing the moderator on which page(s) the evidence could be found. Successful centres were also very aware of the differences between and standard. At, the tasks are framed using words such as identify or outline ; however, at the requirements are to explain or describe. In general, this means that work must be more detailed than at. However, it would appear that some centres have found the new course a little difficult to navigate and moderation of some of the work was problematic. Outcomes of the tasks do not have to be written, but if witness statements are submitted, they must be specific and thoroughly detail how precisely the candidate demonstrated the assessment criteria a brief summary statement is not sufficient. The assessment record should also carry as much information as possible for the moderator; those centres who specify where evidence can be found have been largely successful whereas those who have bracketed assessment criteria together cause problems for the moderator in identifying evidence and are usually less successful as there is no clear distinction between different criteria. One of the main problems which some centres had was in understanding some of the assessment criteria for each unit. The amplification below attempts to direct centres to a clear and consistent understanding of the criteria. This will be further amplified by WJEC documents to be published in the Autumn term on the WJEC website: WJEC CBAC Ltd. 1

2 Communicating Experiences AC1:1 Outline an event/experience the student needs to briefly give an account of something that has happened, e.g. a school prom. AC1:2 Communicate information so that meaning is clear this can be done orally or by writing and is closely linked to AC1:1. AC2:1 State different feelings or opinions on a topic/event the student should state at least two other opinions on a topic e.g. what a member of staff and a parent feel about school proms. AC2:2 State opinions about views that are understood the student should give his/her opinions on the above AC2:1. AC3:1 Respond to simple questions on different points of view the questions and answers on AC2:1 should be recorded (written or audio recording). AC1:1 Communicate details of an event/experience a full account is required here, not a brief outline as at. AC2:2 Communicate ideas in a logical sequence a sequential narrative is required. AC1:3 Use vocabulary that engages an audience/reader an account which goes beyond simple statements is required, usually employing adjectives and adverbs. AC2:1 Express different views on the same topic/event and AC2:2 Express different views that are clearly understood unlike at where the student gives an opinion, at more detail would be required when considering the different viewpoints. AC3:1 Explain with relevant detail different points of view following on from the above the student needs to explain why the views are different. Exploring Poetry AC1:1 Outline what a poem is about a simple outline of the content of the poem is required e.g. that Dulce et Decorum Est is about how awful it was for the soldiers in World War 1. AC1:2 State why a poet has chosen to write about the subject matter here it would be appropriate to speak of the message behind the poem, e.g. that Dulce et Decorum Est was written so that people would not think that war is glorious. AC1:3 Make simple references to a poem to support interpretation it would be appropriate to look at imagery in the poem here, e.g. the young soldiers being bent double like hags. More than one reference should be made. WJEC CBAC Ltd. 2

3 AC2:1 Identify features of a poem the student should be able to pick out any poetic features (more than one), e.g. rhyme, rhythm, alliteration etc. AC3:1 Identify descriptive words used in a poem these may be adjectives, adverbs, simple similes, etc. AC3:2 State how a poet uses descriptive words to affect a reader having identified the words in AC3:1 the student should then say simply how they affected him/her, e.g. had they chosen the bent double description they could say how sorry they felt for the soldiers and how awful it must have been. AC1:1 Describe what a poem is about a simple outline is not sufficient here; more details are required. AC1:2 Describe how a poet has presented the subject matter to a reader for this criterion it is necessary to speak of the form of the poem; with Dulce et Decorum Est it would be appropriate to show that the poet is addressing the reader directly. AC1:3 Make references to a poem to support interpretation of a poem s subject matter more than one reference is needed; it would be appropriate to go through the poem pointing out the images showing the horror of war. AC2:1 Describe key features of a poem unlike at where the features were only identified, here they must be described. AC3:1 Identify expressive words used in a poem and AC3:2 Describe how a poet uses language to affect a reader having identified the expressive language e.g. simile, metaphor, etc. a more detailed response to the language would be expected than at Entry2. Creating Narratives AC1:1 Create a storyline a storyboard would be sufficient. AC1:2 Describe a character using adjectives this can be written as a paragraph, or a photograph/picture could be labelled or a verbal description would fill the requirements (although a detailed witness statement using the candidate s choice of vocabulary would be needed). AC1:3 Describe a setting using adjectives as for AC1:2 above. AC2:1 Plan a narrative that has a beginning and an ending a simple planning sheet stating what happens at the beginning and end of a narrative would be sufficient. AC2:2 Sequence ideas the student could write a sequential story or note on the plan for AC2:1 the order of events in the narrative. WJEC CBAC Ltd. 3

4 AC1:1 Create a storyline to interest an audience/reader this can be a plan (it must be clear to the assessor/moderator) or a storyboard; the storyline should create interest for the reader, e.g. an unexpected ending, and not merely list events. AC1:2 Use language to engage an audience/reader choice of vocabulary and expression need to be considered for the effect they will create. AC1:3 Describe characters using adjectives and adverbs labelling of a photograph/picture would not be suitable here if not included in a narrative; the description should be in some detail. AC1:4 Describe a setting using adjectives and adverbs as for AC1:3 above. AC2:1 Plan a narrative that has a beginning, middle and ending a clear plan is required; it is not enough to have written a story with the assumption that a plan was implicit. AC2:2 Sequence ideas clearly to help an audience/reader evidence can be provided on the plan or in the story itself. AC2:3 Create a narrative with a consistent point of view the story must be in the first or third person all the way through. Exploring Narratives At least two narratives should be considered. AC1:1 Identify main components of narratives the student needs to be able to identify plot, character and setting. A grid could be used with the titles of the narratives on the top and the components down the side. AC1:2 Identify where narratives are set see AC1:1. AC2:1 Identify an audience for narratives see AC1:1. AC3:1 Identify main events that occur in narratives bare outlines of stories can be given by the student. If the student is given a sentence sorting exercise, there must be some sentences which are not appropriate so that the student can show that he/she is able to identify main events. AC3:2 Outline what happens in an event that occurs in narratives one event must be chosen for each narrative and outlined in more detail than was given in AC3:1. At least two narratives should be considered AC1:1 Identify components of narratives students should be able to identify genre, setting, characters, description, plot and audience. WJEC CBAC Ltd. 4

5 AC1:2 Describe the genre to which narratives belong with examples examples of Science Fiction, Action, Romance, Comedy and Horror could be used; students need to understand what the typical elements of the genres are and apply them to given narratives. AC1:3 Describe the settings for narratives the description should be in some detail. AC2:1 Identify an audience for narratives, making references to the text to support views and AC2:2 Explain how narratives appeal to an audience AC2:1 explains why a particular audience might be drawn to a narrative; AC2:2 explains how they appeal, e.g. a storyline as in Neighbours appeals to young people as it is mostly about teenagers in the present day; explaining its appeal would lead the student to talk about the cliffhangers at the end of each episode, modern Australian expression, humorous characters, etc. AC3:1 Outline main events that occur in narratives a brief overview of the story would suffice. AC3:2 Describe what happens in events that occur in narratives one event from each narrative must be chosen and described in detail (much more so than for AC3:2). Exploring Shakespeare AC1:1 Identify main events that occur in a play by Shakespeare several main events should be selected from the chosen play. If the student is given a sentence sorting exercise, there must be some sentences which are not appropriate so that the student can show that he/she is able to identify main events. AC1:2 Outline what happens in an event chosen from a play by Shakespeare one of the above events must be chosen and outlined in more detail. AC1:3 State how Shakespeare makes an audience feel in an event in a play this is not necessarily how the student would feel when considering the event, e.g. an event such as the scene in the vault at the end of Romeo and Juliet would have the audience hoping against hope that Juliet would wake when Romeo kissed her because, unlike Romeo, they are aware of Friar Lawrence s plan (the student in the classroom situation may not feel this way!) AC1:4 Make simple references to an event in a play by Shakespeare this would form part of the evidence for AC1:3 as it would be difficult to state how Shakespeare makes an audience feel without referring to the actions of characters or language used in that event. AC2:1 Name main characters in a play by Shakespeare this could be a list or a labelling exercise. AC2:2 Describe how a character in a play by Shakespeare behaves an overview of the character through the play is required, e.g. Lady Macbeth is a strong-willed woman initially, manipulating her husband but then becomes wracked by guilt and dies, a broken woman. AC2:3 State how Shakespeare presents a character in a play again, if considering Lady Macbeth, she is presented as evil, calling down the evil spirits to help her, but then she is someone to be pitied when she sleepwalks, desperately trying to get the blood off her hands. Little more detail than this would be needed at. WJEC CBAC Ltd. 5

6 AC1:1 Outline main events that occur in a play by Shakespeare a brief outline of the plot is required. AC2:2 Describe what happens in chosen events from a play by Shakespeare more than one event should be described in detail. AC1:3 State how Shakespeare makes an audience feel in events from a play the student needs to explain how the audience is made to feel in more than one event from the play, e.g. in the banquet scene when only the audience and Macbeth know that Banquo is dead, and in the scenes with the witches. AC1:4 Make references to events in a play by Shakespeare this would form a necessary part of the evidence for AC1:3. AC2:1 Identify main characters in a play by Shakespeare it is insufficient just to name the characters (as in ); here there must be reference to the role they play or their relationships to each other. AC2:2 Identify key differences between main characters in a play by Shakespeare at least two characters should be considered who have opposite characters, e.g. King Duncan and Macbeth, Benvolio and Tybalt. AC2:3 Describe how characters in a play by Shakespeare behave more than one character must be considered and could link in with AC2:2. AC2:4 Describe how Shakespeare presents characters in a play more than one character must be considered and some reference to the text would be needed here. Exploring events and characters in audio/visual texts At least two audio/visual texts should be studied. AC1:1 Identify main events that occur in texts bare outlines of stories/events can be given by the student. If the student is given a sentence sorting exercise, there must be some sentences which are not appropriate so that the student can show that he/she is able to identify main events. AC1:2 Outline what happens in an event that occurs in texts one event must be chosen for each text and outlined in more detail than was given in AC1:1. AC1:3 Make simple references to events in texts this should spring from AC1:2, i.e. selecting some details from the text to show what happens in the chosen event. AC2:1 Name main characters this could be a list or a labelling exercise. AC2:2 Outline how characters in texts behave this is just an outline and needs no more detail than that. WJEC CBAC Ltd. 6

7 AC2:3 State how characters from texts are presented to an audience this could be as simple as stating that the character is presented as a comical/evil/dangerous/clever person. AC2:4 Make simple references to characters in texts this should form part of the evidence for AC2:2 and 2:3. At least two audio/visual texts should be studied. AC1:1 Outline main events that occur in texts a plot overview of the texts is needed here. AC1:2 Describe what happens in events that occur in texts more than one event should be described in detail. AC1:3 Make references to events in texts this could form part of the detailed descriptions of AC1:2. AC2:1 List main characters This could be a list or a labelling exercise using pictures of the characters. For, students would be expected to show order of importance, or some order, of characters in their lists. AC2:2 Identify key differences between main characters in texts at least two characters should be chosen who are clearly different, e.g. George and Lennie in Of Mice and Men. AC2:3 Describe how characters in texts are presented to an audience at least one character per text should be chosen. The description should be more than cursory. AC2:4 Describe how characters in texts are presented to an audience At least one character per text should be chosen. The description should focus on examples of the characters behaviour that are typical / atypical in different situations. AC2:5 Make references to characters in texts this could be an integral part of the evidence for A.C.2:2, A.C.2:3 and A.C.2:4. Entry Pathways Additional English Examiners Report/Summer 2012/ED WJEC CBAC Ltd. 7