HOW CAN I HELP MY CHILD IN ENGLISH?

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1 HOW CAN I HELP MY CHILD IN ENGLISH?

2 WHAT DO YOU REMEMBER ABOUT YOUR GCSE ENGLISH (OR, SHHH, O LEVELS)?

3 WHY ARE WE HERE? What topics do students have to study? What do they need to do to get good grades? How can you help?

4 TWO GCSES GCSE Language Explorations in creative reading and writing Writers viewpoints and Perspectives GCSE Literature Shakespeare and the 19 th C Novel An Inspector Calls and Poetry

5 ENGLISH LANGUAGE Paper 1- section A: One extract from a story- 4 Questions Section B A picture or other stimulus Two options aimed at writing a piece of creative writing

6 PAPER 2 Section A Two extracts (a non-fiction, and a literary non-fiction piece). One of the texts will also be 19 th Century 4 questions Section B One question asking students to present a viewpoint, linked to the themes of the reading section.

7 ASSESSMENT Students are assessed in Levels. Level 4: Perceptive Level 3: Clear and thoughtful Level 2: Some Level 1: Limited

8 A01- Understand and interpret explicit and implicit information AO2- Understand, comment and analyse on how the writer uses language and structure AO3- Compare the writers ideas and perspectives, and how they are presented. AO4- Critically evaluate A05- Write engagingly and appropriately for audience and purpose A06- SPaG (20%)

9 Unit Core Skills My Focus for KEY this Uni WORDS Beginning of unit: Romeo and Juliet by William Shakespeare AO1 Read, understand and respond to the text AO2 Analyse structure and language of the text AO3 Explore the context of the play AO4 - Accuracy of spelling, punctuation and grammar To be successful in this unit, I need to learn more about or need more support with. Capulet Character/ Characterisation Context Gender Hypocrisy Love Montagues Parental Platonic Prologue Stage directions Themes Language of analysis This suggests. This depicts.. Furthermore However This presents. This shows. Initially Finally This indicates. This infers.

10 Level 4 indicative response The opening paragraph consists of a single, complex sentence perhaps reflecting the onward movement of the coach. The adjective exposed and the noun force, evoke the idea of vulnerability, danger, and how little control man has over the power of nature. The verb rocking, progresses the cumulative effect of the list of verbs, shaking, trembled, swayed leading to the simile, rocking between the high wheels like a drunken man suggesting the coach is lurching haphazardly, its movement out of

11 Level 4 indicative response The opening paragraph consists of a single, complex sentence perhaps reflecting the onward movement of the coach. The adjective exposed and the noun force, evoke the idea of vulnerability, danger, and how little control man has over the power of nature. The verb rocking, progresses the cumulative effect of the list of verbs, shaking, trembled, swayed leading to the simile, rocking between the high wheels like a drunken man suggesting the coach is lurching haphazardly, its movement out of

12 IN SUMMARY What is different is the level of technical knowledge students are expected to know and use. Students need to show they understand WHAT devices are used and HOW writers use them for impact. They also need to be able to argue their own thoughts and feelings

13 WRITING ry/2016/sep/03/the-20-photographs-of-the-week

14 LITERATURE All exams are closed book Therefore students need to learn key quotes and key ideas

15 WHAT TO REVISE For Romeo and Juliet Students will be given a key scene, and asked to explore a character or theme in that scene, and then in the play as a whole. They will have the key scene in the exam, but not the whole play E.g. How does Shakespeare present Romeo in this scene, and in the rest of the play? How does Shakespeare present Love in this scene, and in the rest of the play?

16 It is the same for Sign of Four/Christmas Carol E.g. How does Conan Doyle create a sense of Mystery in this extract and in the story as a whole?

17 AN INSPECTOR CALLS Students will be given a choice of two questions One usually asks about a character or characters. The other tends to be based on a theme. For example: How and why does Sheila change during the course of the play? Or How Does Priestley present responsibility in the play?

18 What you can do to help

19 READ! GOOD SOURCES OF NON-FICTION TEXTS The Guardian The Metro Telegraph and Argus The Daily Mail* BBC News online

20 READING FICTION It has to be their choice It has to interest them, not you Graphic novels are valid The language and ideas have to be challenging

21 1. The Hunger Games by Suzanne Collins 2. The Fault in Our Stars by John Green 3. To Kill a Mockingbird by Harper Lee 4. Harry Potter series by JK Rowling by George Orwell 6. The Diary of a Young Girl by Anne Frank 7. A Streetcat Named Bob by James Bowen 8. The Lord of the Rings by JRR Tolkien 9. The Perks of Being a Wallflower by Stephen Chbosky 10. Jane Eyre by Charlotte Brontë

22 FOR LITERATURE Flash Cards Post-it quotes Quizzes Mind-maps Audio tapes

23

24 WHAT TYPE OF WRITER IS YOUR CHILD? Waffler These people write quite a lot and it looks like they have done quite well, but when you read what they have put, they have repeated the same ideas a few times. They tend to use 50 words when 5 would do. As a result, they don t cover the range of evidence in a text Tips to improve Work on being concise and precise Highlight the key points in the text and tick them off when covered in your answer. Don t go over the same point again Use one good extended sentence for each point rather than five.

25 SPOTTER These people are good at picking out key points and probably use lots of quotes but don t connect it to anything. They give they evidence but they don t interpret the evidence. In many ways, the opposite of the waffler. Tips to improve Start any answer with a sentence that gives an overview of the text Link all your further points back to this main point Use connectives between your points like; furthermore, similarly, also, in addition, on the other hand etc.to show you are connecting your ideas

26 NIBBLER These people tend to write very well, they make a point, they back it up with evidence and then show some interpretation of that evidence. But, they only do this for a couple of points. They dip into the text and then move on. They tend to only write about a quarter of a page per answer. In other words, they start strongly but fade quickly. Tips to improve Highlight the key points in the text and tick them off when covered in your answer. Aim to write at least three quarters of a page as a minimum Look through the whole text, not just the first couple of paragraphs

27 RANDOMER These people approach the questions in a haphazard way and select from the text seemingly at random. They don t see the bigger picture and don t make the connections. They pick out some relevant points but in no particular order. They might also include things that have no relevance. Tips to Improve Read the question carefully and highlight the key words so you know what you are focusing on Read the text with a highlighter, and underline any relevant points. Make sure you go through all the text Start with an overview of the text, then go through, in order, the things that you have highlighted.

28 KEY TO SUCCESS IN WRITING Planning is crucial PAF is crucial (Purpose, audience, format)

29 THE INTERNAL STRUCTURE OF A PARAGRAPH FOR NON-FICTION WRITING Topic sentence Development Extra information Evidence Counter-arguments Examples Implications Link to main point

30 THE PLAN A good plan will identify your overall point Show what points you are going to make Show what order you are going to make those points Highlight key things to remember to include (PAF)

31 WOULD YOU BE ABLE TO WRITE A RESPONSE TO THIS? Should selective digestive decontamination be used in critically ill patients? Are we asking students to discuss issues they have no concept of? How do we get them to be wide readers?

32 WE WRITE BASED ON WHAT WE KNOW Exposure to different styles of writing has an enormous impact on the students ability to tackle increasingly complex texts It also helps them to develop their own style and tone. Reading improves writing

33 WHAT CAN YOU DO AT HOME TO HELP? Flash cards for Subject Terminology Read a weekly news article Practice creative writing based on interesting pictures Complete the weekly homeworks on exam question Revise the literature texts Mind-maps Comics Flash-cards Quote collections etc

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