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New OCR GCSE English Literature Sample Component 02 General Marking Guidelines

pdodd | Monday January 07, 2013

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Associated Resources

  • New OCR GCSE English Literature Sample Component 02 Mock Paper
  • New OCR GCSE English Literature Sample Component 02 Indicative Content

GCSE English Literature -  OCR - Paper Two.

Exploring poetry and Shakespeare

Mark Scheme and Indicative Content.

General Marking Guidelines to be used by teachers.

Marking should always be positive, rewarding achievement rather than failure. Marks must always be linked to the marking criteria and in marking our sample paper, markers should use the Generic Assessment Objectives Grid available from the relevant Awarding Body as the base point and the indicative content for each task for each question (see Associated Resources in New OCR GCSE English Literature Component 02 Indicative Content).

When awarding a mark, decide the most appropriate band/level for the work first, then where it sits within the band/level in the Generic Assessment Objectives Grid.

  • Where the work covers the descriptors in the band/level convincingly the highest mark should be awarded.
  • Where the work covers the descriptors in the band/level adequately the middle range mark(s) should be awarded.
  • Where the work just meets the descriptors the lowest mark should be awarded.

Remember always try to use the full range of marks. Do not be frightened to give full marks if it is appropriate.

The indicative content for each answer gives areas that candidates may well include in their responses. This is not a checklist and alternative responses could well be valid and teachers should use their professional judgement to decide whether these are appropriate.

In certain comparative sections, balanced responses will be expected. Where responses are unbalanced candidates will be penalised across the Assessment Objectives in the generic grids.

For the English Literature specification the following assessment objectives apply:

AO1 - 35-40%

Read, understand and respond to texts- maintaining a critical style, an informed...

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