WJEC Eduqas GCSE English Language Component 1 COMPONENT

WJEC Eduqas GCSE English Language Component 1

COMPONENT 1 ASSESSMENT OBJECTIVES – READING AO 1 AO 2 AO 4 Identify and interpret explicit and implicit information and ideas (assessed in Question 1) Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views (assessed in Questions 2, 3 and 4) Evaluate texts critically and support this with appropriate textual references (assessed in Question 5) Each Reading question targets ONE assessment objective.

Principal Examiner’s Key Messages Reading Responses • Read the questions carefully • Bullet points are fine for Q 01 as long as the answers make sense • Remember the mark tariff per question and plan time accordingly (don’t spend too long on the 5 mark questions) • Don’t go outside the lines indicated • If bullet points are included as part of the question, take note of them

Principal Examiner’s Key Messages Reading Responses Continued… • Track through the section of text indicated • Tracking the text can also help in understanding its structure • Support points with appropriate and relevant evidence • How a writer achieves effects is a matter of content as well as authorial devices • Use of subject terminology should be relevant and support points made • Avoid feature spotting or ‘naming of the parts’

WJEC Eduqas GCSE English Language Assessment in practice: Component 1

Question 0. 4 AO 2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.

Component 1 Assessment in Practice Question 0. 4 Indicates that AO 2 is being assessed How does the writer make these lines exciting and dramatic? You should write about: • what happens in these lines to build excitement and drama • the writer's use of language and structure to create excitement and drama • the effects on the reader Candidates should look at events as well as language and structure in their response [10 marks] You must refer to the language in the text to support your answer, using relevant subject terminology where appropriate. Any subject terminology used in a response should be relevant and not just ‘feature spotting’ A reminder to the candidates of the importance of selecting appropriate textual evidence to support points

Characteristics of a Successful Response • The response only addresses the specified lines given in the question • There a range of relevant points • Points are supported with appropriate evidence from the text • Analysis of the writer’s techniques is focused and coherent. • Use of subject terminology is relevant and is embedded in the response

Areas for Improvement • Points made do not always focus on the question asked • The response drifts outside the specified lines • Devices are ‘spotted’ but little explanation of effect • Range is limited for a 10 mark question • Too much‘copying’ and describing rather than selection and analysis

Question 0. 5 Evaluate texts critically and support this with appropriate textual references.

Component 1 Assessment in Practice Focus of question “The writer uses the walk to Wreck Island to show a change in both Emma and Robbie. ” How far do you agree with this view? You should write about: Indicates AO 4 is being assessed [10 marks] Give own opinions keeping focus of question in mind • your thoughts and feelings about how Emma and Robbie are presented in these lines and in the passage as a whole • how the writer has created these thoughts and feelings You must refer to the text to support your answer. Evaluation of authorial method Opinions should be supported with relevant textual evidence

Component 1 Assessment in Practice • Read the three responses for Q 0. 5 • Rank order them • Put each response into a band

Characteristics of a Successful Response • The response considers the whole passage • Clear focus on the statement given • Opinions are always supported with appropriate evidence from the text • The response has a coherent stance • Evaluation of authorial methods and how these methods have shaped opinions

Areas for Improvement • Points made do not focus on the statement • The range of points is limited to a small part of the text • Opinions are not fully supported • Opinions lack clarity of thought

Component 1 Example Question Stems AO 1: Identify and interpret explicit and implicit information and ideas List five things you learn about… List five reasons… List five things […. . ] thinks/feels about… AO 2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views How does the writer show…? How does the writer present…? What impressions does the writer create…? What impressions do you get of…? How does the writer make these lines tense/exciting/dramatic…?

Component 1 Example Question Stems AO 4: Evaluate texts critically and support this with appropriate textual references Statement/Viewpoint/Quote followed by: How far do you agree with this view? To what extent do you agree with this view? Evaluate… (e. g. the way a character is presented etc…) How successfully/effectively does the writer…?

Section B: Creative Prose Writing

COMPONENT 1 ASSESSMENT OBJECTIVES - WRITING (50% of the overall qualification) AO 5 Communicate clearly, effectively, and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences; Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO 6 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement constitutes 20% of the marks for the specification as a whole. )

Principal Examiner’s Key Messages Q 1. 1 • Choice of titles worked well and gave candidates opportunities to write from personal experience or to create imaginative fiction • Five/ten minutes spent planning the narrative is time well spent • The narrative should be coherent - don’t lose the plot • Remember the word limit. Examiners don’t count the number of words but narratives that fall short of the suggested minimum are under developed and self penalising • Description within the narrative helps to develop character, setting etc. … but a pure description will be self limiting as it will lack narrative plot and drive

Principal Examiner’s Key Messages Q 1. 1 • no novellas - keep the timeline, number of characters and number of ‘events’ manageable • structure-importance of paragraphs • organising a narrative to meet a fixed conclusion (“Write a story which ends: …) requires thought and planning. Candidates need to have a clear sense of where they are going if they opt for this task • time should be allocated to check technical accuracy, especially commas, full stops, tenses and speech punctuation

COMPONENT 1: SECTION B - WRITING 24 marks are awarded for communication and organisation; 16 marks are awarded for vocabulary, sentence structure, spelling and punctuation. Choice of titles (candidates choose one): • Continue the following: It really wasn’t the result I was looking for. • Grandma. • Write about a time when you had to go shopping with a relative. • Write a story which ends: …and I felt so sorry for myself. [40 marks]

Component 1 Assessment in Practice How could the opening of this narrative be used in the classroom to improve candidates’ narrative writing skills? It really wasn’t the result I was looking for. I was having a photoshoot for a company that was attempting to sell old-style clothing. They suggested I should go to an old house to match theme of this 19 th century dressing. I was rather happy and was enjoying it all until I went through all the pictures and realised that all the photos were terrible. I couldn’t decide wheather is my positioning, the outfit or the background. I came to the conclusion that it was the background, but to my suprise I noticed a lose brick in the background with some flowers growing out the back of it and I was intrigued by this.

Component 1 Assessment in Practice How could this narrative ending be used in the classroom to improve candidates’ narrative writing skills? My grandfather sat in the same spot for what seemed like hours and even my mother was beginning to get impatient. The various hues of tie sitting on the shelves in a myriad of colours seemed almost daunting. However, at last my grandfather raised an arm and pointed. ‘That one, ’ he said, with an air of complete certainty. I glanced at a tie with blue and gold stripes. ‘Good choice, ’ I murmured before reaching up and picking it off the shelf. I gave it to my mother and she went off to pay for it. ‘Why that one? ’ I asked. ‘Good question, ’ he replied. ‘It reminds me of the sea and sun. ’ I had not expected something so heartfelt from him, and especially while shopping.

Characteristics of a successful response • The narrative clearly links to one of the specified titles • The plot has a sense of purpose and direction • Characterisation is developed and sustained • The story engages the reader • Spelling and punctuation is checked and ‘basics’ are used consistently accurately • The response is cohesive and ‘makes sense’ • The ending is convincing

Areas for Improvement • Response isn’t linked to one of the specified titles • The plot is hard to follow and there is a lack of cohesion • The structure of the narrative is uncertain • There are too many characters with limited development • The ending is abrupt and makes little sense • Basic punctuation such as, full stops, commas and speech punctuation are missing or inaccurate • Tenses are insecure

Narrative Writing Resources

WJEC Eduqas GCSE English Language Component 2

COMPONENT 2 ASSESSMENT OBJECTIVES – READING AO 1 • AO 2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views (assessed in Question 2 ) AO 3 Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts (assessed in Question 6) AO 4 Evaluate texts critically and support this with appropriate textual references (assessed in Question 4) Identify and interpret explicit and implicit information and ideas (assessed in Question 1 and 3) • Select and synthesise evidence from different texts (assessed in Question 5) Each Reading question targets ONE assessment objective.

Component 2 Reading: Principal Examiner’s Key Messages • Read the instructions at the start of each question carefully to avoid answering on the wrong text • Don’t lose marks in 1. 1 and 1. 3 by not reading the question properly • Remember the mark tariff per question and plan time accordingly e. g. synthesis question is worth 4 marks and should be dealt with fairly quickly • Keep the focus of the question firmly in mind • Support points with appropriate evidence • Use relevant terminology where AO 2 is assessed. Avoid feature spotting

Question 1. 4 Evaluate texts critically and support this with appropriate textual references

Component 2 Assessment in Practice Question 1. 4 Indicates that AO 4 is being assessed and that personal response and critical evaluation is required Focus of the question Pieter Sandrick gets across his feelings of increasing terror really well. How far do you agree with this statement? You should comment on: • what he says • how he says it Opinions should be supported You must refer to the text to support your comments. [10]

Characteristics of a successful response • Focuses on the statement given in the question • Tracks and selects the important details/comments made by the writer • Supports opinions with textual evidence • Clear evaluation based on a good range of evidence • Clear point of view and clarity of thought • Evaluation of authorial methods and how these methods have shaped opinions (aware of the text as a piece of non-fiction)

Areas for Improvement • Lack of focus on the statement given in the question • Unsupported opinions • Lack of clear point of view • Brief and limited response • ‘Stabbing’ at points rather than tracking the text • Missing large parts of the text • Limited comment on how the writer has helped shape opinions

Question 1. 6 Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts

Component 2 Assessment in Practice Question 1. 6 Final reading question will always assess AO 3 Both of these texts are about volcanoes that have erupted. Compare: Focus of question • what the writers could see and hear of the erupting volcanoes • how they get their experiences across to their readers Candidates need to compare content and authorial method You must use the text to support your comments and make it clear which text you are referring to. [10] Reminder of the importance of linking points to correct text

Exemplar 2 Both of the texts are about the volcanoes that have erupted but both texts have similarities and differences. In the text by Tom Robbins he says that when they got closer to the volcano he could see a ‘ plume of smoke’ which shows how quickly the reaction is of the volcano which is similar to Peter as he says that the volcano was ‘completely covered in smoke’. The next thing Robbins says is that what they saw was ‘so beautiful that it is easy to forget about the danger’. However, this is different to Sandrick as he says you ‘could not see my hand before your eyes’ because of the `thick darkness` in the town which implies how bad the air was as they wouldn’t have thought it was a nice thing to see. Another thing Robbins says is that the sound of the volcano is ‘thrilling’ from the `low booms` which shows how he enjoyed listening to it erupting. This is different to Sandrick as he says the eruptions became ‘deafening’ which is completely different. Overall, both texts have the differences and similarities but both texts are mainly different as Robbins enjoyed his experience and says it was a privilege to be there whereas Sandrick only talks about how horrible it was.

Characteristics of a successful response • Identifies the focus of the question and makes points linked to it • Bullet points are used to shape the response • Points are supported with appropriate textual evidence • Both texts are considered and it is clear which text is being referred to in the response • Comparison of content is relevant and clear • Authorial methods are compared for higher bands

Areas for Improvement • • • General comparisons with no clear focus on task set The bullet points are not used to shape the response Points are not supported with appropriate textual evidence Coverage of texts is uneven, or just one text is considered Repetition of points Not clear which text is being referred to in the response

Component 2 Example Question Stems AO 1: Identify and interpret explicit and implicit information and ideas Give one example… List … How many… Give two details… AO 1: Select and synthesise evidence from different texts According to both writers… Using information from both texts…

Component 2 Example Question Stems AO 2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views How does the writer of the article/letter/report etc…show…? How does the writer present…? How does the writer try to show … AO 3: Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts Compare: What the writers say about… How the writers get across… The writers’ attitudes towards/views on…

Component 2 Example Question Stems AO 4: Evaluate texts critically and support this with appropriate textual references Statement/Viewpoint/Quote followed by: How far do you agree with this view? To what extent do you agree with this view? How successfully/effectively does the writer…? What do you think and feel about…?

Section B: Transactional/Persuasive Writing

COMPONENT 2 ASSESSMENT OBJECTIVES - WRITING (50% of the overall qualification) AO 5 Communicate clearly, effectively, and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences; Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO 6 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for the specification as a whole. )

Principal Examiner’s Key Messages • Split time equally between the two tasks • Aim for 300 -400 words per task. Brief and/or limited responses will be self penalising • Address the audience and purpose given in the task • Adopt an appropriate tone for the task • Practise writing in different formats e. g. letter (formal and informal), articles, reports, talks etc… • Format letters appropriately and include a suitable greeting and sign off • Spend time checking basic punctuation and grammar • Take time to plan and structure responses • Depth and detail will help to develop convincing responses

Question 2. 1

Component 2 Assessment in Practice Question 2. 1 A travel magazine is inviting readers to submit articles on places for a good day out for all the family. You decide to write about a place that you know well, where there is a lot to do for everyone in the family. Write your article. [20]

Comparative Judgement • Read exemplars 1 and 2. • Which exemplar is better? • Why?

Characteristics of a successful response • Clear understanding of the audience (the whole family in this instance) • Clear understanding of purpose (informative and engaging) • A range of specific details relating clearly to the task set to interest the reader • Sustained piece (between 300 -400 words) • Overall control of spelling, punctuation and grammar

Areas for Improvement • Not addressing the specified audience (or only part of the audience) • Insecure understanding of purpose e. g. more advert than article • Limited range of specific details • Brief response below the recommended word limit • Basic technical errors throughout the response • Lack of paragraphs to organise the response

Useful Websites British Library https: //www. bl. uk/ The British newspaper archive Englicious http: //englicious. org/ Grammar and punctuation exercises Narrative writing Tes secondary English resources

WJEC Eduqas GCSE English Language Component 3: Spoken Language Key Messages

ASSESSMENT SUMMARY Component 3: Spoken Language (can be carried forward) Non-exam assessment Unweighted One formal presentation/speech, including responses to questions and feedback. Spoken language will be reported on as part of the qualification, but it will not form part of the final mark and grade.

COMPONENT 3: SPOKEN LANGUAGE Candidates potentially disadvantaged by: • Poor tasks • Lack of presentation skills • Brief, perfunctory question and answer section

COMPONENT 3: SPOKEN LANGUAGE Assessment Strand Merit Distinction Ideas Information Feelings Challenging Sophisticated Vocabulary Range Sophisticated repertoire Organisation Clear and appropriate structure to meet needs of audience Effective structure with range of strategies to engage audience Purpose Achieves purpose Questions/feedback Responds formally and in some detail Responds perceptively, elaborating with further ideas and information

COMPONENT 3: SPOKEN LANGUAGE Poor tasks can mean: • Limited challenge or sophistication in content and/or vocabulary • Lack of clear purpose • Failure to meet audience needs or engagement

COMPONENT 3: SPOKEN LANGUAGE Weak presentation skills: • • Heads-down reading Over-reliance on Powerpoint slides Pair-dependence Ineffective opening and ending

COMPONENT 3: SPOKEN LANGUAGE Q and A problems: • • • Questions lack sufficient challenge of stimulus Personal, informal questions from peers Brief, straightforward responses Treated as afterthought or bolt-on Limited opportunity to answer formally/perceptively with enough detail or development

COMPONENT 3: SPOKEN LANGUAGE Tweak tasks to add challenge: • • Boxing Veganism Computer games Mental health issues Usain Bolt Shylock ‘Valentine’

COMPONENT 3: SPOKEN LANGUAGE Available support and documentation: • Standardising examples with detailed commentaries (on secure website) • Principal Moderator’s report • FAQs • Task setting advice • Assessment guidance • NEA checklist • Spoken Language Statement

ANY QUESTIONS? Contact our specialist subject officers and support team: Nancy Hutt Subject Officer, GCSE English Language 029 2026 5023 Matt Oatley Subject Support Officer, GCSE English Language 029 2026 5054 gcseenglish@eduqas. co. uk