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AQA GCSE Eng Lit Paper 1: Great Expectations Scheme

iyerm | Thursday November 20, 2014

Categories: KS4, AQA GCSE, AQA GCSE English Literature 2015, Paper 1: Shakespeare and the 19th Century Novel, Paper 1: Shakespeare and the 19th Century Novel Schemes, AQA GCSE Pre-2015 Resources, AQA English Literature, Hot Entries, Prose, Great Expectations, Writing, Prose Analysis

Guide Navigation

  • AQA GCSE English Literature Paper 1: Shakespeare and the 19th Century Novel Assessment Pack

Associated Resources

  • Great Expectations Visual Aids.docx
  • Great Expectations Pip’s Development Chart.docx
  • Great Expectations Chapter 2 Extracts.docx

How the unit is assessed:

  • Written exam: 1 hour 45 minutes
  • 64 marks
  • 40% of GCSE

All assessments are closed book: any stimulus materials required will be provided as part of the assessment. All assessments are compulsory.

Exam Questions

Section A

Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.

Section B

The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Questions

Section A Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.

Section B The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Skills Development

Reading Comprehension and Reading Critically

  • Literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events.
  • Critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’...

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