GCE Getting Started - Pearson Qualifications

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GCE English Literature 2015: Contemporary Poetry scheme of workGCE English Literature 2015: Contemporary Poetry(AS Component 1A and A level Component 3A)IntroductionContemporary PoetryThe scheme below reflects one half term block of teaching. This scheme is appropriate for the poetry text in AS component 1: Poetryand Drama, as well as A level component 3: Poetry (Section A post-2000 poetry) and so can be used for a co-taught group of AS and Alevel students in year 12, if desired.The named poems for study are the same for AS and A level students.Teaching of the selected poems is supported by the free Edexcel resource: Poems of the Decade Teacher’s Guide which can beaccessed on the Edexcel website.AS and A level assessmentFor the assessment, AS Level candidates will be required to compare two of their studied poems from the prescribed anthology Poemsof the Decade*A level candidates will be required to compare one of their studied poems from that collection with a linked unseen poem written thiscentury.Unseen PoetryFor A level students only, an additional scheme of work on unseen poetry approaches can be found from p. 7 onwards. For A levelstudents, this work can be incorporated throughout the teaching of the Poems of the Decade, allocating a range of the set poems forunseen analysis and practice.Further materials are provided in the free Edexcel resource Unseen Poetry Preparation Anthology which can be accessed on the Edexcelwebsite.*For the list of poems to be studied within the anthology please see Appendix 4 of the AS specification or Appendix 5 of the A level specification (the poems are thesame for AS and A level). Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.1

GCE English Literature 2015: Contemporary Poetry scheme of workW FocuskLearningoutcomesContentExemplar resources1Students willestablish knowledgeof:Introduction to the key concerns of the 21stcentury, using a range of materials and media.Introduction to contemporary poetry:‘Ways into thetext’ 2Consideringstudents’own lifetimeand itsdistinctiveplace inliterary andhistoricalcontextInitialreading andrespondingtorepresentativeliterature –poetry orotherliteraryforms the definitionand developmentof poetry inEnglish literatureliteraryterminologyrelated to poetryanalysis and howto use iteffectively Give students opportunities for creativewriting and poetry: considering poetry andits craft.Extracts from a range of texts to considerthe definition and purpose of poetry, e.g.comparing it with rhetoric, song,advertising slogans, prose, poetry withindrama Provide a brief overview for students of theexpectations of AS/A level examination forcontemporary poetry response.Teacher-selected range ofpoems/extracts from which to discuss thehistory and development of poetry Audio recordings of some contemporarypoets, including materials from ThePoetry Archive Students study the history and developmentof poetry. appropriatefurther reading. Encourage students to use guidance onapproaching contemporary poetry providedin Edexcel’s Unseen Poetry PreparationAnthology resource. Students to make anappropriate summary of the key points ofadvice, eg in a flow diagram, mind map orlist.Teacher to suggest students keep notes/logof key poetic terms and where these areexemplified in poems studied during thecourse, together with any questions theyhave about poems they read independently.Introduction to approaching and writingabout poetry: Section 2 Essays from Unseen PoetryPreparation Anthology. Approaches canbe used to enhance students’ firstreadings of the prescribed contemporarypoetry, even if their final assessmentdoes not include unseen poetry. Teacher-selected pair of poems from one,or more than one. poet – students toconsider whether or not the poems arewritten by the same poet and why theythink this List of poetic terms and definitions, e.g.list from Peter Sansom’s Writing Poetry(Bloodaxe Poetry Handbooks, 1993) Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.

GCE English Literature 2015: Contemporary Poetry scheme of workW FocuskLearningoutcomesContentExemplar resourcesWriting poetry – considering form, content,word choice, structure, etc:2–7Reading andstudying theprescribedpoems fromPoems of theDecadeStudents will developtheir knowledge of: the poems’themes,language andpoetictechniquesStudents should study the set poems as outlinedin the relevant Appendix of the specification(Prescribed Texts) as well as models of writingabout poetry.mapping oflinked poems inthe prescribedpoetry collection,Writing ideas from Peter Sansom’sWriting Poetry Further reading from: keeping a poetry log. This might include keyterminology and examples of their use, areading journey to reflect students’ readingof poetry independently, copies of poemsthat they have particularly enjoyed, keyquestions about poems they have read. consideration of how to annotate a poem consideration of ambiguity – investigatingpossible different readings of poems consideration of two poems and whether ornot they are written by the same poet – tofacilitate close analysis of language, form,style, concerns and tone Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. the poets included in Poems of theDecade related research on poets’ websites related contemporary poetry prizes. reading list from Edexcel UnseenPoetry Preparation Anthology additional teacher suggestions. Poems of the Decade Teacher’s Guide Selection of poems for annotation andstudy as a whole class, or groups orindividuals prior to whole class discussion– teacher-generated or taken fromteacher’s guide Filmed and audio reading and interviewswith relevant poets where available: seeThe Poetry ArchiveSome of the following activities may be useful:the concepts andterminologyrequired foranalysing poetryhow to makelinks andconnectionsbetween poems http://www.poetryarchive.org/ andhttp://www.poetrystation.org.uk/ Statements giving points of view onaspects of a poem or poems (to be usedto stimulate student discussion andconsideration of personal response withrelevant supporting evidence) relevant critical essays on poets/poemsplus examples of comparative essays3

GCE English Literature 2015: Contemporary Poetry scheme of workW FocuskLearningoutcomesconsideringform, style,language,themes andconcerns thecharacteristics ofa skilled writtenresponse topoetrythe structureform and contentof a comparativeanalytical essay.ContentExemplar resources analysis of poets’ language choices, includingpoem titles, and their effect, throughannotation of prescribed poems analysis of any patterns of language choiceswithin and between poems, and how suchfrequencies may reflects poets’ concernsacross a number of poems analysis of poetic form and its relationship tothe poets’ intentions.Recreative writing activities, such as: using a ‘collapsed poem’ and drawing on theword bank to create their own writing using a prescribed poem as a starter forprose writing electronic version of ‘collapsed’poems/’word walls’ to enable students toidentify patterns of word frequency andwork from word banks to focus onlanguage choice and thematic concerns ofthe poet/period Mapping work to identify links andconnections between poems.Use of non-fiction and visual resources thatdevelop students’ knowledge of the historicalsocial and literary context of the poems (toenhance knowledge and understand –context is not required for assessment).Students to carry out:2–7Makingconnectionsbetween poemsStudents will developtheir knowledge of: how to makelinks andconnectionsbetween poems. presentations by individuals or pairs ofstudents on a chosen poem, requiringseminar-style discussion from all students,key questions from the leading student(s)and consideration of contrasting viewpoints readings of poetry – student/class readings learn poems by heart: students choose andlearn a choice of poem(s) from the collection.Some of the following activities may be useful:Poems of the Decade Teacher’s Guide mapping connections between poems presentations (individuals or pairs) on pairsof poems, followed by:Model of how to map links andconnections between poems seminar-style discussion from allstudentsModel comparative essays from UnseenPoetry Preparation Anthology Shared writing activities, where pairs ofstudents share the writing process of a 4 key questions from the leading Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.

GCE English Literature 2015: Contemporary Poetry scheme of workW FocuskLearningoutcomesContentExemplar resourcesstudent(s) 8Planning andwriting acomparativeresponse topoetry in examconditionsStudents willunderstand: relevant literaryterminology andthe conventions ofthe literary essayhow to form andexpress personalresponse toliterary text, bothorally and inwritten formconsideration of contrasting viewpointsdiscussion, planning and writing work thatconsiders links and connections between thestudied poems.Students should complete the following: comparative essay. Teachers can also usethis method at front of class, invitingstudents to join in and edit. short essays at key points in their reading,with focus on relevant aspects of poetrysuch as language, meaning, thematicconcerns, form, and structureBank of teacher-generated exam practicequestions that specify a named poem,plus discussion of at least one otherpoem consideration of model essays/extracts onsample questionsSample model essays and/or annotatedpoems on the above List of AOs for student use.paired work in which students considereffective written style, literary analysis andpersonal response.the AssessmentObjectives againstwhichexaminationresponses for theComponent 3 willbe judged (AO1,AO2, AO4). Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.5

GCE English Literature 2015: Contemporary Poetry scheme of workContemporary Poetry Comparison with Unseen(A level Component 3A unseen element)The content outlined below revises and supplements the study of Poems of the Decade. As such, this scheme has been split into skillsblocks, rather than weeks.You may wish to incorporate these activities as part of your overall teaching of the Poems of the Decade, allocating a range of the setpoems within the anthology to be introduced as unseen texts.This scheme draws on students’ knowledge of taught poems, while at the same time preparing them to read and compare one of theseto an unseen poem in examination conditions. Materials are provided in the free Edexcel resource Unseen Poetry Preparation Anthology6 Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.

GCE English Literature 2015: Contemporary Poetry scheme of workFocusLearningoutcomesContentExemplar resourcesPost-2000poetryStudents will developtheir knowledge of:The following activities may support students inapproaching unseen contemporary poetry. Extracts from the Edexcel UnseenPoetry Preparation Anthology–Section 2: essays on how toapproach unseen poetry Further reading list from EdexcelUnseen Poetry PreparationAnthology, plus additional teachersuggestions Ideas for creative writing from PeterSamson’s Writing Poems (BloodaxePoetry Handbooks, 1993) T S Eliot prize shadowing schemeresources to enable students tounderstand real-time developmentsin contemporary poetry during theircourse Poems of the Decade The Edexcel Unseen PoetryPreparation Anthology Sections 2and 3 Read andrespondto unseenthe definition anddevelopment ofpoetry in Englishliterature key figures incontemporarypoetry – throughlistening, readingand discussionStudents will extendtheir knowledge of: the concepts andProvide a brief overview for students of the expectations inthe A level examination for Contemporary poetrycomparison with an unseen poemDiscuss students’ responses and experience of poetryso far, including: personal poem choices selected by individualstudents poetry and its ‘outside the classroom’ purpose differences between poetry and other writingforms. Introduce students to the T S Eliot prize. Involvestudents in the T S Eliot prize-shadowing scheme(October start date) to widen their reading andconsider their personal responses. Provide opportunities for creative writing and poetry:considering poetry and its craft. Introduce students to the Edexcel Unseen PoetryPreparation Anthology. Have a student-led (individual/pairs) unseen poetryclass session on one poem, selected from theirpersonal reading or Poems of the Decade. Remind students to begin to keep notes on possiblepoems that they might use to lead this discussion laterin the term. Students should read essays about approaching unseenpoetry from the Edexcel Anthology. Students to makean appropriate summary of the key points of advice, Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.7

GCE English Literature 2015: Contemporary Poetry scheme of quired foranalysingcontemporarypoetry particular aspectsof written style forwriting aboutpoetryliteraryterminologyrelated to poetryanalysis and howto use iteffectively.using: flow diagram mind map list. Teacher selection of contemporarypoems for annotation and study asa whole class, in groups orindividuals prior to whole classdiscussion, e.g. poems allocated forunseen practice from set poemswithin Poems of the Decade or ThePoetry Archive’s authored post-16lessons. Teacher-created model of anannotated poem, plus teacherselection of a poem or pair ofpoems for a small group of teachersto discuss and analyse in front of astudent audience. Poems of the Decade – any poemsallocated for unseen study may beused for poetry annotation activitiesor examination practice Filmed and audio reading andinterviews with contemporarypoets: see The Poetry ArchiveProvide teacher modelling of responding to a poem,including: group discussion by teachers, working together tounravel a previously unseen contemporary poem,chosen by another teacher in the departmentstudents writing notes on their method tounderstand how practiced readers go about this.Students to keep a poetry log, including: key terminology and examples of their use a reading journey to reflect students’ reading ofpoetry independently copies of poems that they have particularlyenjoyed key questions about poems they have read. Provide examples of how to annotate a poem. Students write short essays on individual unseenpoems, focusing on relevant aspects of poetry, such aslanguage, meaning, thematic concerns, form, andstructure. Students consider model essays/extracts on samplequestions. Students carry out paired work, in which they considereffective written style, literary analysis and personalresponse. 8Exemplar resourcesThey carry out analysis of poets’ language choices inand The Poetry Stationplus individual poets’ websites Teacher-authored statements givingpoints of view on aspects of a poem(to be used to stimulate studentdiscussion and consideration ofpersonal response with relevantsupporting evidence) Relevant critical extracts or reviewsto support development of personalresponses to a poem, e.g. from Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.

GCE English Literature 2015: Contemporary Poetry scheme of workFocusLearningoutcomesContentExemplar resourcesunseen poems, including poem titles, and their effect,through annotation of prescribed poems. Students analyse any patterns of language choiceswithin and between poems, and how such frequenciesmay reflects poets’ concerns across a number ofpoems.Poetry s/review/backissue/ Electronic version of ‘collapsed’poems/’word walls’ to enablestudents to identify patterns ofword frequency, and work fromword banks to create their ownwriting Trips to live poetry readings/visitsfrom poets where possibleStudents analyse the poetic form and its relationship tothe poets’ intentions.They carry out re-creative writing activities: using a ‘collapsed poem’ and drawing on the word bankto create their own writing using a prescribed poem as a starter for prose writing. Students give presentations, as individuals or in pairs,on a chosen poem, from Poems of the Decade or widerreading. Seminar-style discussion from all students,key questions from the leading student(s) andconsideration of contrasting viewpoints. Readings of poetry to be carried out by student/classreadings of poems. Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.9

GCE English Literature 2015: Contemporary Poetry scheme of workFocusLearningoutcomesContentExemplar resourcesExplorelinksbetweenseen andunseenpoemsStudents will extendtheir knowledge of: Students map connections between studied and unseenpoems Model of how to map links andconnections between poems how to make linksand connectionsbetween poems Students select examples from set poems (or widerreading) to pair with a poem from Poems of theDecade, plus give justifications for their choices. Model comparative essays fromUnseen Poetry PreparationAnthology the structure formand content of acomparativeanalytical essay. Presentations to be given by individuals or pairs ofstudents on pairs of poems. All students conduct seminar-style discussions,including key questions from the leading student(s)and consideration of contrasting viewpoints. Discussing, planning and writing work that considerslinks and connections between prescribed and unseenpoems.Shared writing activities wherepairs of students share the writingprocess of a comparative essay.Teachers can also use this methodat front of class inviting students tojoin in and edit Bank of teacher-generated exampractice materials including Section4 of the Unseen Poetry PreparationAnthologySample model essays and/or annotatedpoems on the above, including thosefrom Section 5 Edexcel anthologyPlan andwritepoetryessays intimedconditionsStudents will improvetheir competence in: meeting theAssessmentObjectives againstwhich examinationresponses forComponent 3 willbe judged (AO1,AO2 and AO4) developing apersonal response writing acomparativeFeedbackand targetsetting10 Students mark a model answer, identifying successcriteria and targets.Edexcel Sample Assessment Materialsfor Component 3 unseen poetry p.104 Students practise writing timed responses to samplequestions on unseen and prescribed contemporarypoetry. Set poems from Poems of the Decade may beintroduced as unseen examination practice.Edexcel Unseen Poetry PreparationAnthology Sections 4 and 5 (SampleUnseen poems and Sample Responses) Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.

GCE English Literature 2015: Contemporary Poetry scheme of workFocusLearningoutcomesContentExemplar resourcespoetry essay,including oneunseen poem, intimed conditions understandingtheir personalstrengths andweaknesses. Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.11

Poetry Archive Introduction to approaching and writing about poetry: Section 2 Essays from Unseen Poetry Preparation Anthology. Approaches can be used to enhance students’ first readings of the prescribed contemporary poetry, even if their final assessment does not include unseen poetry. Teac her -selected pair of poems from one ,

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