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Year 10 Overview
iGCSE Language
COURSEWORK
Assignment A:
Analytical Essay on 2
Poetry or Prose Texts
Assignment B:
Imaginative Writing
Task
40% of GCSE
EXAM
Section A:
Analysis of NonFiction Prepared &
Unseen
Section B:
Transactional Writing
2 hours 15 mins
60& of GCSE
iGCSE Literature
COURSEWORK
Assignment A:
Analytical Essay on
Modern Drama Text
Assignment B:
Analytical Essay on
Shakespeare play
40% of GCSE
EXAM
Section A:
Unseen Poetry
Section B:
Poetry Comparison
Section C:
Modern Prose
2 hours
60% of GCSE
GCSE Language – Paper 1, Section A
AO1
Read and understand a
variety of texts, selecting and
interpreting information, ideas
and perspectives
Q1 – 2 marks
Q2 – 4 marks
Q3 – 5 marks
AO2
Understand and analyse
how writers use linguistic and
structural devices to achieve
their effects
Explore links and
AO4
connections between writers’
ideas and perspectives, as well
as how these are conveyed
Q4 – 12 marks
Q5 – 22 marks
Two non-fiction texts
(one unseen and one
prepared)
5 questions focused
on writer’s ideas and
methods
1 hour 30 minutes
45 marks
30% of GCSE
Text One
Unseen Text
5
and retrieve information
1 Select
Understand explicit
information
thoughts and feelings
2 Understanding
Understand
3 Understanding events
Understand
explicit
information
4
Text Two
Prepared text
5
5
5 marks
Infer meaning
Explain meaning
Analyse methods
Explain use
of language
Explain use of
structure
4 marks
Explain
meaning
Infer
meaning
explicit
information
English
Language
Paper 1
Section A
2 marks
Use
evidence
12
marks
2
5
8
25
Use evidence
Compare ideas and methods
22
Understand
Explain marks
Infer
explicit
meaning
meaning
information
Explain use of
Explain use
Use evidence
structure
of language
35
• Paper 1, Section A should take ___________
total
Do you understand?
1 hr 30 to
to complete. You have2 ___ passages to read and5 ___ questions to answer.
• You need to begin by reading text ______
one which should take you ___
5 minutes.
• Question 1 tests your ability to understand ______________________.
You should
explicit information
2 marks.
spend ___
2 minutes answering this question. It is worth ___
• Question 2 will ask you to understand _____________________________
in the
thoughts and feelings
text and is worth ___
4 marks. It should take no longer than ___
5 minutes to
complete.
• Questions 3 will ask you to describe events and is the first question where you
5 marks and should only
have to use _____________
use evidence from the text. It is worth ___
take ___
8 minute to answer.
• Question 4 asks you to look at text _______.
two You will have studied and prepared
____ texts in class but any one of them could come up. This question tests your
ten
12
ability to analyse ___________
structure in a text and is worth ____
language and ____________
marks and should take ____
25 minutes to answer.
• Lastly, question 5 asks you to __________
compare both texts. You have to __________
compare the
ideas and methods used by the writers for _____
22 marks. It should take ____
35
minutes which will leave you a remaining ____
5 minutes at the end to check work.
from A Game of Polo With a
Headless Goat
Learning Objective:
• To understand the
breakdown of our Y10 exam
• To explore a Paper 1 text
Epic thinking – This extract will
have NO Polo or goats in it. But
I still want you to think about
the associations of both words
– they both link to the themes
of the book as a whole
from A Game
of Polo With
a Headless
Goat
Watch the short clip of
Reading
theof extract.
What
do
you
This
extract (one
the ten
the race and try to
we have to prepare) is
come
upyou
with 5
learn
from
reading
it
that
based on a donkey cart race
adjectives to describe
in Karachi
(see, nonotice
goats, no listening it.
wouldn’t
to it?
Polo…)
Question 1
1 From lines 1-10, name
two things you learn
about how Emma Levine
is going to watch the race.
(2 marks)
• What do we need to
do?
Find information?
Use quotes?
Link quote to question?
Explain effect?
SEE
Question 2
2 Look again at lines 1425. In your own words,
explain what the
atmosphere of the race
was like.
(4 marks)
• What do we need to
do?
Find information?
Use quotes?
Link quote to question?
Explain effect?
SEE
Question 2
Just as I was assuming that the race had been
cancelled, we spotted two approaching
15 donkey-carts in front of a cloud of fumes and
dust created by some fifty vehicles roaring
up in their wake. As they drew nearer, Yaqoob
revved up the engine and began to inch
the car out of the lay-by. The two donkeys were
almost dwarfed by their entourage; but
there was no denying their speed — the Kibla
donkey is said to achieve speeds of up to
40 kph, and this looked close. The two were neckand-neck, their jockeys perched on top of the tiny
carts using their whips energetically, although not
cruelly.
The noise of the approaching vehicles grew; horns
tooting, bells ringing, and the special
rattles used just for this purpose (like maracas, a
metal container filled with dried beans). Men
standing on top of their cars and vans, hanging out
of taxis and perched on lorries, all cheered and
shouted, while the vehicles jostled to get to the
front of the convoy.
Step
Step
3Step
– 1write
–2 identify
– find
it upthe
in
the
your
description
correct part
ownof
of
words
atmosphere
the passage
2 Look again at lines 1425. In your own words,
explain what the
atmosphere of the race
was like.
(4 marks)
Question 3
3 From lines 26-42,
explain some of the
factors that make the race
exciting and dangerous.
You may support your
points with brief
quotations.
(5 marks)
• What do we need to
do?
Find information?
Use quotes?
Link quote to question?
Explain effect?
SEE
Question 3
Yaqoob
chose
exactly
right moment
There were
two
races the
— the
to
edge outspectators
of the road
motorized
atand
the swerve
back; inin
front
the
nearest
car, still
finding
the close
front,of
the
two
donkeys,
running
perfect
place tonot
seeput
theoff
two
and
and amazingly
bydonkeys
the uproar
at
front them.
of the Ahead
vehicles.
was
justthe
behind
of This
the donkeys,
Formula
without
city- road
oncomingOne
traffic
— forrules,
it wasoraamain
centre
hour
gone
— had rush
to dive
into
the anarchic;
ditch andawait
complete
every type
of traffic
there untilflouting
we hadof
passed.
Yaqoob
loved
rule
and
common
it. We
stayed
nearsense.
to the front, his hand
Our
young driver
relished
permanently
on the
horn this unusual
test
skills.
It wasmore
survival
of the
and of
hisdriving
language
growing
colourful
fittest,
and vehicle
depended
ability
with every
thatupon
triedthe
to cut
in to
cut
in front
a vehicle
with a sharp
front.
…Theof
road
straightened
and flick
of
the steering
wheel (no
lane up
discipline
levelled,
and everyone
picked
speed
here);
quick reflexes
gap But
in the
as we neared
the endtoofspot
the arace.
traffic
a couple
of seconds;
nerves of
just asfor
they
were reaching
the finishing
steel,
andhospital
an effective
line, the
gate, horn.
there was a near
pile-up as the leading donkey swerved,
lost his footing and he and the cart
tumbled over. The race was over.
Step 1
2 – identify the
question
focus
withpassage
quotes
correct part
of the
3 From lines 26-42,
explain some of the
factors that make the
race exciting and
dangerous.
You may support your
points with brief
quotations.
(5 marks)
Question 3
S
E
One of the factors that
made the race exciting
was…This is evident by,
“…” This shows…
E
Your turn – create
another SEE with one of
the other quotes
Step 3 – write them up in
2 SEE paragraphs
3 From lines 26-42,
explain some of the
factors that make the
race exciting and
dangerous.
You may support your
points with brief
quotations.
(4 marks)
Plenary
In the actual
exam, this will be
one of the
prepared texts
you may have to
answer
questions on.
Can you
remember what
the skills are you
need to show in
these questions?
•
•
•
•
•
AO1
Read and understand a variety of texts,
selecting and interpreting information, ideas and
perspectives
AO2
Understand and analyse how writers use
linguistic and structural devices to achieve their
effects
AO4
Explore links and connections between writers’
ideas and perspectives, as well as how these are
conveyed
•
•
Paper 1, Section A should take ___________ to
complete. You have ___ passages to read and ___
questions to answer.
You need to begin by reading text ______ which
should take you ___ minutes.
Question 1 tests your ability to understand
______________________. You should spend ___
minutes answering this question. It is worth ___
marks.
Question 2 will ask you to understand
_____________________________ in the text and
is worth ___ marks. It should take no longer than
___ minutes to complete.
Questions 3 will ask you to describe events and is
the first question where you have to use
_____________ from the text. It is worth ___
marks and should only take ___ minute to answer.
Question 4 asks you to look at text _______. You
will have studied and prepared ____ texts in class
but any one of them could come up. This question
tests your ability to analyse ___________ and
____________ in a text and is worth ____ marks
and should take ____ minutes to answer.
Lastly, question 5 asks you to __________ both
texts. You have to __________ the ideas and
methods used by the writers for _____ marks. It
should take ____ minutes which will leave you a
remaining ____ minutes at the end to check work.
From A Game of Polo With a
Headless Goat Analysis
Learning Objective:
• To explore how
structure and language is
used for effect
Question 4
4 How does the writer use
language and structure to
engage the reader?
(12 marks)
• What do we need to
do?
Find information?
Use quotes?
Link quote to question?
Explain effect?
SEE
To understand a
text, you need to
Inform
Purpose
Describe
Argue
Persuade
A Game of Polo With
a Headless Goat
G
A
P
Analysing structure
Analysing structure is all about
showing an understanding about
how the content of a text is
organised and the effect created
by the structural decisions a writer
has made.
Different genres of texts employ
different structural methods. We
are going to analyse the structure of
structure of ‘A Game of Polo With a
Headless Goat’ by looking at:
The way it is organised
in distinct SECTIONS
The length of sentences
and paragraphs
The use of punctuation
Structural sections
MOOD/TONE
Levine sections
the text to
show the
transition from
boredom to
adrenaline.
Can you identify the order of emotions
SUBJECT she shares?
TIME
Levine’s
account
is
EXCITEMENT
initially focused
CONCERN
on
her
personal
________
BOREDOM
reactions but
moves
to be
RESOLUTION
about
ANTICIPATION
_________.
the
crowd.
ANTICIPATION
What are the
time
indications
BOREDOM
in the text? Is it
inEXCITEMENT
chronological
order?
CONCERN
RESOLUTION
Reading and annotating the text
As we read pay
attention to
language and
structural
features that
we notice
litotes