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• Edexcel GCSE English Literature Component 1: Shakespeare and Post-1914 Literature Assessment Pack

How the Component is Assessed

Component 1: Studying Shakespeare and Post 1914 Literature

Assessment Overview - 50% of total GCSE

• 80 marks
• 1 hour 45 minutes written paper

Content Overview - Reading and responding to:

• one Shakespeare play
• one studied modern prose or drama text

This is a closed book examination. The texts will not be allowed in the examination with the student.

Aims and Learning Outcomes

Courses based on this...

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• OCR GCSE English Literature Component 02: Exploring Poetry and Shakespeare Assessment Pack

How the Unit is Assessed

Exploring Poetry and Shakespeare (02)

Assessment Overview - 50% of total GCSE

• 80 marks
• 2 hours written paper

Content Overview - Reading and responding to:

• one thematic poetry cluster from the OCR poetry Anthology, including making connections with a thematically linked poem
• one studied Shakespeare play

Assessment Objectives

GCSE English and English Literature assessment objectives (AOs) are set by Ofqual and...

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• WJEC Eduqas GCSE English Literature Component 1: Shakespeare and Poetry Assessment Pack

GCSE Overview

The qualification is made up of two externally-assessed components: Component 1 and Component 2. Both components allow learners to show their depth and breadth of knowledge through varied assessments.

This specification has been designed on the basis that learners’ reading should be of whole texts.

Learners are required to study the following content:

• at least one play by Shakespeare
• at least one 19th century novel
• a...

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

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...

Associated Resources

Macbeth Learning Mat.pdf
Romeo and Juliet.pdf
How to pass the exam.pdf

Love and Conflict

In Romeo and Juliet, Shakespeare explores several themes but perhaps the twin themes of love and conflict were uppermost in his mind when he conceived and wrote the play. At GCSE, the play is often used as part of a controlled assessment task in which students explore the presentation of one of these themes and compare it with...

Teacher’s Note

This first part of this EnglishEdu guide is aimed at students who are studying any Shakespeare play – but they can easily and profitably be adapted to suit any play.

The second part of the guide is an analysis and commentary of Act 3 Sc. 1 of Shakespeare’s play, ‘Romeo and Juliet’, with accompanying notes that are based upon ideas discussed in the guide’s first section.

• The notes accompanying Act 3 Scene 1 of the play are designed to work towards helping students who are planning their Controlled Assessment essay,...

Download

Romeo and Juliet Characters.doc

Call_My_Bluff.doc

Romeo & Juliet

This teaching guide for high-ability students is designed as a self-contained unit which can be used to produce the AQA A GCSE Shakespeare coursework.

The AQA A Shakespeare coursework is what is termed as a ‘cross-over’ piece; therefore, if you are using it for assessment for both English and English Literature GCSEs (the most common approach), you need to be able to address the assessment objectives for both.

Let us remind ourselves of these:

English

Candidates are required to demonstrate their ability to:

(i) read,...

Overview

A 4 week (12 lessons) scheme based on Romeo & Juliet for GCSE English and English Literature Pre-1914 Drama Coursework.

This unit covers the following topics:

1. Sequence the prologue in the correct order using rhymes and the order of the events to help you – Copy Out In The Right Order
2. Underneath your sequenced prologue, write a modern day translation for each of the 14 lines.
3. The prologue is written in the form of a sonnet. Write a) why you think it has been written in this form b) how many lines there are c) what the rhyme pattern is (use letters A, B, C etc.)
4. Produce a storyboard, doing one picture for each pair of lines ( = 7 pictures in total). Use a quotation for each caption.

The Elizabethan stage

Elizabethan attitudes to fate

Elizabethan attitudes to violence

Elizabethan attitudes to love (including courtly love)

Elizabethan attitudes to women

The Elizabethan family

Elizabethan attitudes to loyalty

Elizabethan Religion

Prologue

Two households, both alike in dignity,

In fair Verona, where we lay our scene,

From ancient grudge break to new mutiny,

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes

A pair of star-cross’d lovers take their life;

Whole misadventured piteous overthrows

Do with their death bury their parents’ strife.

The fearful passage of their death-mark’d love,

And the continuance of their parents’ rage,

Which, but their children’s end, nought could remove,

Is now the two hours’...

How does Shakespeare use dramatic devices in Act 1 Scene 1 in order to make it an interesting, exciting and important scene?

Introduction:

Your introduction should begin to address the question immediately. It should introduce some of the key ideas you will explore in more detail later. Ensure you introduce some of the key ‘dramatic devices’ discussed in class. You should aim to give some Brief details about:

• How this scene sets in motion the key ideas/themes that are played out in the rest of the play (e.g. love, violence, conflict)
...

OVERALL:

***WELL DONE EVERYONE – I AM VERY IMPRESSED!***

What you’ve done really well

• Shown a very good understanding of the play as a whole
• Started to use quotation to back up your ideas
• Shown an understanding of what quotations mean
• Structured your essays clearly and effectively
• Analysed how characters’ attitudes to violence change
• Explained why violence is important to the play as a whole
• Used a wide range of vocabulary
• Started to show a personal response
• Shown how Shakespeare is still relevant today

What you need to develop

• ...

Question: In Act 3 Scene 1, what do we discover about the characters’ various attitudes to violence in this scene?

Consider:

• The language used by the key characters (Benvolio, Mercutio, Tybalt, Romeo, Prince, Lady Capulet)
• Who the characters are speaking to and how this affects their attitude
• What each character’s attitude is and what it tells you about them
• What the audience’s reaction would be to each character
• How the language might reflect social, historical and cultural attitudes

• Use the planning grid to gather quotations and...

What happens between Act 1 Scene 1 and Act 3 Scene 1?

Act 1 Scene 1

Sampson, Gregory, Abraham and Balthasar fight. Tybalt enters to fight and Benvolio tries to keep the peace. The Prince warns the citizens not to fight on pain of death. The Montague parents wonder where Romeo is. Romeo and Benvolio discuss the trouble of love.

Act 1 Scene 2

Lord Capulet and Paris discuss the possibility of Paris marrying Juliet. Capulet sends a servant out with the party invitations. The servant meets Romeo and Benvolio; Romeo sees the name of Rosaline (his...

This scene of hate and murder contrasts with Romeo and Juliet’s wedding in the previous scene. It marks the point where the lovers’ fortunes turn. The feud between the families runs too deep to be overcome by Romeo and Juliet’s new, ideal love. Despite Romeo’s best attempts to turn away from conflict he is drawn into it. Shakespeare’s skill as a dramatist is displayed as the audience are torn by their understanding of his desire to avenge his friend’s murder, yet we cannot doubt he has committed a crime. Focus here on the language...

This scene of hate and murder contrasts with Romeo and Juliet’s wedding in the previous scene. It marks the point where the lovers’ fortunes turn. The feud between the families runs too deep to be overcome by Romeo and Juliet’s new, ideal love. Despite Romeo’s best attempts to turn away from conflict he is drawn into it. Shakespeare’s skill as a dramatist is displayed as the audience are torn by their understanding of his desire to avenge his friend’s murder, yet we cannot doubt he has committed a crime. Focus here on the language...