Ideas will be developed relevantly. At the bottom of the band there will be flashes of relevant understanding with evidence of straightforward thinking. This band is characterised by simple and generalised work which is mainly linked to the task. At the top of the band students will demonstrate a basic generalised understanding in the course of their answer.
Ideas will be developed in a simple way. At the bottom of the band there will be inconsistency, but the beginnings of a simple and generalised understanding. This band is characterised by work which is largely irrelevant and largely misunderstood and largely inaccurate, and so unlikely to be addressing many of the AOs.
At the top of the band students will mention some unconnected points in relation to the task during the course of their writing. The writing is likely to lack clarity. At the bottom of the band there will be no connection with the task; the writing will be hard to follow and irrelevant.
Our AS and A-level exams in English include questions that allow students to demonstrate their ability to: draw together their knowledge, skills and understanding from across the full course of study provide extended responses. All AS and A-level components offer only extended response questions. All materials are available in English only. The exams and non-exam assessment will measure to what extent students have achieved the following AOs: AO1: Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
AO2: Analyse ways in which meanings are shaped in literary texts. AO3: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. AO4: Explore connections across literary texts. AO5: Explore literary texts informed by different interpretations.
To be specific: AO1 essentially requires informed and relevant responses which are accurately written and use appropriate concepts and terminology. Assessment weightings The marks awarded on the papers will be scaled to meet the weighting of the components.
AO1 perceptive, assured and sophisticated argument in relation to the task assured use of literary critical concepts and terminology; mature and impressive expression This band is characterised by perceptive and assured work which shows confidence, sharpness of mind and sophistication in relation to the task. AO1 logical, thorough and coherent argument in relation to the task where ideas are debated in depth appropriate use of literary critical concepts and terminology; precise and accurate expression This band is characterised by coherent and thorough work where ideas are linked together in a focused and purposeful way in relation to the task.
AO1 a simple structure to the argument which may not be consistent but which does relate to the task generalised use of literary critical concepts and terminology; simple expression This band is characterised by simple and generalised work which is mainly linked to the task.
More information Accept. Specification at a glance These qualifications are linear. AS Subject content Core content: 3. Download Specifications for first teaching in Contact Details Give us your feedback. Questions Section A: one passage-based question on a Shakespeare text 25 marks Section B: one essay question on a drama set text 25 marks.
Questions Section A: one essay question on poetry set text 25 marks Section B: one essay question on prose set text 25 marks. What's assessed Choice of two options Option 1A: Aspects of tragedy Option 1B: Aspects of comedy Study of three texts: one Shakespeare text; a second drama text and one further text, of which one must be written pre
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That said, students will choose their texts and shape their tasks with your support and you will be supported by your NEA advisor and the following offers you some guidance on how to help your students make these choices. Connecting two texts on a common theme means choosing two texts which maximise opportunities for writing about both similarities and differences.
Whilst the only date requirement is that one text must be written pre, the component title 'Texts across time' indicates that effective comparison and contrast occurs when the same theme is explored in two texts separated by a significant period of time; here the different contexts of production will inform the similarities and differences in approach taken by the writers to the chosen theme and students will have encountered this diachronic approach in component 1, Love through the ages.
This is particularly pertinent if students choose two texts from the same genre poetry, prose, drama. If, however, students are interested in writing about atheme within a clearly defined time period, it is advisable to consider how the study of texts from different genres will open up discussion of similarities and differences. Students will encounter this synchronic approach in component 2: Texts in shared contexts, and exemplar student response A is an excellent example of the successful connection of a prose and drama text, written within twenty five years of each other, from the Victorian period.
When supporting students with their choice of texts, therefore, the following guidance is useful:. If students are struggling to identify a thematic topic area of interest to them, or texts for study, the specification offers suggestions of themes page 20 and, as at least one of the texts must have been written pre, of pre texts pages This is by no means an exhaustive list and it should be emphasised that students are free to develop their own interests from their independent reading.
The exemplar NEA responses, however, show how these suggestions might be taken as a starting point and then developed with a more clearly defined focus. Other such combinations to consider as a starting point might include:. What these suggestions provide, therefore, is a way for students to begin thinking about the NEA and student autonomy should always be encouraged.
What is clear, given that the NEA assesses all five assessment objectives AOs , is that the task must allow access to them all. Students should be familiar with this concept by the time they approach the NEA as all AOs are tested in all questions in the examined components 1 and 2. Exemplar student response A is a good example of how access to all AOs is enabled by the task and the moderator commentary explains how the AOs have been addressed by the student.
It is worth considering how key terms in the task wording enable different AOs to be accessed:. AO1 : Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression. In doing so, she will express her ideas using appropriate terminology. AO3 : Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
Having completed the study of their chosen texts, researched secondary sources and devised an appropriate task, students will need guidance on how to pull their ideas together into a coherent response. Here again, exemplar student response A offers an excellent example of how to structure a sophisticated argument and the moderator commentary explains how this student achieves this.
Some key points to note are:. It is worthwhile emphasising that the teacher must confirm that each essay submitted is the work of the individual student. The JCQ Joint Council for Qualifications document Instructions for conducting coursework provides further guidance about the level of support and guidance that is appropriate for teachers to provide to students. In accordance with JCQ guidance, the following support would not be acceptable:.
The role and responsibilities of teachers in submitting marks are set out in Section 6. Please note that a mark out of 50 is required. This means that the mark you award against the assessment criteria, which will be out of 25, needs to be doubled when entering on the Candidate record form, before submitting marks to AQA.
Please either accept the cookies, or find out how to remove them. Accept cookies. More information. The aim of this area of study is to allow students to explore and analyse language data independently and develop and reflect upon their own writing expertise. Students can choose to pursue a study of spoken, written or multimodal data, or a mixture of text types, demonstrating knowledge in areas of individual interest.
Students may choose to pursue an area of individual interest. For example, this might include studies of:. Students are not obliged to restrict themselves to those areas that are formally taught, as the basis of the investigation is the value of student-led enquiry supported by open learning. Therefore, any area seen by supervising teachers as yielding interesting questions about language in use may be chosen. Students can ask a number of fruitful questions, which can be generated by questions such as the following:.