CCEA GCSE ENGLISH LITERATURE: The Study of Prose: Paper 1 Sections A and B.
This resource contains two sample essays taken from the 2018 May/June Exam:
Section A: A sample response on Lord of the Flies : Piggy as a victim
Section B: Unseen prose sample response on Twain’s The Adventures of Tom Sawyer extract
Two variations of a poetic terms worksheet to help students with poetry. (Low ability and higher ability class)
Students read the description and try to match the definition to the correct poetic term.
CCEA GCSE Literature: Study of Poetry: Love and Death Anthology.
Compilation of the poems, their lists, AOs, sample intro and a useful compare and contrast grid, along with a list of potential questions.
Hope this helps.
For use with the CCEA GCSE ENGLISH LANGUAGE: PAPER 1 SECTION B: READING TO ACCESS NON FICTION TEXTS unit.
Students would read through the articles and pick up on why certain techniques are being used to engage.
These are a mixture of reworked PPQs from the old specification and articles I have sourced myself from some careful scouring of the internet. I intend to use them as mocks or tracker tests to chart my students' progress through the unit 'Reading to access non-fiction and media texts'.
They are to be used in conjunction with the new CCEA GCSE English Language paper.
Hopefully you find them useful.
CCEA GCSE ENGLISH LANGUAGE: Unit 1 - Paper 1 Section B - Book Cover.
This is a sample question created for the new gcse specification. I usually introduce the things they should look out for in book covers:
GENRE, AUDIENCE, PURPOSE (G.A.P.)
sell the book cover/ persuade the reader to purchase
create enigma or intrigue
hints at the narrative structure / plot
endears the reader to the main protagonist
narrative P.O.V. (Is it first person to create a confiding tone?) and tense (present for a sense of immediacy?)
sentence structuring and punctuation for various effects
Then I use the assessment matrix to mark it. I’ll take a good essay, scan it in, share it with the class and give them a matrix, letting the students ‘be the examiner’ and annotate the sample essay explaining why it is good and what they could do to improve.
Hope this helps.
CCEA GCSE ENGLISH LANGUAGE: Non-Fiction Texts
To be used for Paper 2 Section B: Tasks 3 and 4.
A re-purposed PPQ from the old specification - designed to be used as a new spec resource to help teach the non-fiction component of paper 2.
CCEA GCSE ENGLISH Language: Unit 4 (Paper 2) Section A: Personal or Creative Writing
Here is a sample creative piece in response to one of the mock papers made (and available for download on TES). It is quite dry and whilst the plot line is probably standard enough, it doesn’t really pitch it to the correct audience stipulated in the mock question.
The characters are quite static and need to be developed more, and the piece is too short.
However, I thought students could use it to see the importance of reading the question carefully and consciously trying to engage the target audience you’ve been assigned.
My plan would be that after they in pairs discussed the work, filled in the checklist and gave some feedback on what was good/bad, that we could discuss the stimulus picture and brainstorm some potential plotlines. A lot of them might be inspired to do a Pretty Little Liars style thing where the main character perhaps gets texts from a mysterious unknown person, or perhaps go down a bullying route?
The ReVision GCSE: Paper 1: Tasks 2 and 3: Reading to Access Non-Fiction
Three mock papers focusing on tasks 2 and 3 of the new CCEA GCSE ENGLISH LANGUAGE specification ‘The ReVision’.
These are to be used for paper 1 for the non-fiction section.
I have used these as trackers / mocks for students, but they could easily be used as a class activity where the students have to present their findings, or perhaps ‘be the examiner’ and create a mark scheme after being shown the kinds of things said for the SAM markscheme and Bryson stimulus.
Hope you find this useful.