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AQA GCSE Eng Lit Paper 1: Much Ado About Nothing Scheme Weeks 1-3

Alex Bull | Friday November 28, 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, Drama, Much Ado About Nothing, Hot Entries, Shakespeare, Shakespeare's Plays, Writing, Drama Analysis

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  1. AQA GCSE Eng Lit Paper 1: Much Ado About Nothing Scheme Weeks 1-3
  2. AQA GCSE Eng Lit Paper 1: Much Ado About Nothing Scheme Weeks 4-6
  3. AQA GCSE English Literature Paper 1: Shakespeare and the 19th Century Novel Assessment Pack

Associated Resources

  • Much Ado Assessment for Learning Sheet.docx
  • Edusites Much Ado About Nothing Activities Pack.docx

How the unit is assessed:

  • 1 hour 45 minute written exam
  • 64 marks
  • 40% of GCSE

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.

Additional Information

The extracts that appear on the exam for both the Shakespeare and the 19th-century novel questions will be taken from the set act or chapter(s).

Shakespeare

Students will study one play from the list of six set texts. Students should study the whole text.

Choose one of:

  • Macbeth
  • Romeo and Juliet
  • The Tempest
  • The Merchant of Venice
  • Much Ado About Nothing
  • Julius Caesar

Aims and Learning Outcomes

Courses based on this specification should encourage students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written.

Studying GCSE English Literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level. Courses based on this specification should also encourage students to:

  • read a wide range of classic literature fluently and with good understanding, and make connections across their reading
  • read in depth, critically and evaluatively, so that they...

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