Paper 1
Section 1 –
Module A: Texts and Human Experiences
Part A
General feedback
Students should:
- read all texts carefully
- pay close attention to the requirements of each question, such as the number of texts required
- be familiar with the terms used in questions such as discuss, explain and analyse
- use the mark value as a guide to the length and depth of response required.
Question 1
In better responses, students were able to:
- identify experiences of human connection, as shown in the visual text
- explain how the experience of human connection is represented using relevant textual examples.
Areas for students to improve include:
- identifying different visual techniques and commenting on how they shape meaning about human connections
- avoiding simply describing the visual text.
Question 2
In better responses, students were able to:
- clearly identify a change in the narrator’s feelings about hope
- use relevant textual evidence and examples to show how the narrator’s hope changed over time
- identify more than one change in the narrator’s feelings about hope.
Areas for students to improve include:
- focusing on the whole text, rather than just the beginning and/or the end
- understanding the use of language techniques such as personification.
Question 3
In better responses, students were able to:
- identify similarities and differences in the life lessons that were taught by the writer’s uncle and Nana using detailed textual evidence.
Areas for students to improve include:
- focusing on the key word, ‘compare’
- clearly linking textual evidence to the question.
Question 4
In better responses, students were able to:
- support insightful ideas with well-chosen textual evidence
- identify a range of language techniques and analysed the ways they shaped meaning
- effectively use paragraphing to organise their ideas.
Areas for students to improve include:
- increasing their understanding of poetic devices.
Section 1 — Module A: Texts and Human Experinces — Part B
General feedback
Students should:
- respond explicitly to the question and ensure it is addressed consistently throughout their response
- develop an understanding of the ways significant events and human experiences are explored in the prescribed text
- reflect on the ways the prescribed texts enable the reader to develop personal insights into human experiences
- consider how the textual form, features and language of the prescribed text contribute to the representation of significant events and how this meaning is shaped
- compose a sustained and logically structured response.
In better responses, students were able to:
- engage with the key words in the question, ‘to what extent’ and ‘significant events’
- address ‘to what extent’ by offering a clear evaluation of the insights gained through the representation of significant events in the prescribed texts
- distinguish between human experiences and significant events represented in the prescribed text
- provide relevant textual evidence to demonstrate their understanding of how significant events are represented in the prescribed text
- explore how language is used to represent the significant events and how this offers insights into human experiences
- explain beyond stating rubrics statements
- analyse a range of techniques used by the composer, linking examples and analysis back to the statement to build their argument
- synthesise ideas, making links between paragraphs and/or examples to develop a cohesive response
- sustain their control of language and use sophisticated vocabulary.
Areas for students to improve include:
- using key words from the question to demonstrate engagement with the question
- demonstrating knowledge of the prescribed text through evidence relevant to the question
- analysing techniques rather than providing an explanation of the examples provided
- avoiding pre-prepared responses or general examples with reference only to the question in the introduction and conclusion
- developing a personal voice
- developing their understanding of key rubrics concepts to avoid simply repeating key phrases
- sustaining control of expression.
Section
II – Focus on Writing
Question 6
In better responses, students were able to:
- compose an imaginative response that explores the growth of a character
- clearly demonstrate the stimulus as a central idea and use it in a conceptual way
- reveal what the character was like before and after the moment, explaining both the moment and the growth
- evoke the reader’s imagination and engage the reader’s emotions by applying a range of figurative devices, such as imagery, characterisation, tone and narrative voice
- demonstrate controlled use of language appropriate to audience, context and purpose.
Areas for students to improve include:
- engaging with all aspects of the question, including the stimulus
- planning, developing and sustaining ideas
- avoiding familiar narratives that lack depth, are simplistic or clichéd
- avoiding retelling the plots of films or books
- structuring a response which considers the audience, context and purpose
- incorporating a variety of language devices to engage the reader
- managing allocated time for this section carefully.
Section
II — Module B: Language, Identity and Culture
Students should:
- engage with all the key words in the question
- present and sustain a clear, relevant thesis
- provide appropriate textual evidence and technical analysis to support ideas
- demonstrate a holistic understanding of the prescribed text
- apply knowledge of the module in the interpretation of the question.
In better responses, students were able to:
- clearly present ideas and develop an argument throughout
- explain the concept of cultural complexity presented in their prescribed text
- provide detailed and well-chosen quotes that support the core argument
- analyse a diverse range of language devices to explain how composers reveal the complexities of culture
- use topic sentences and structure ideas logically
- express ideas clearly and fluently
- synthesise ideas between paragraphs, using effective conjunctions.
Areas for students to improve include:
- responding explicitly to the question throughout the response, including the verb, for example, analyse, evaluate, explain
- demonstrating a deep understanding of the key words, rather than simply repeating them
- establishing a clear line of argument and sustain it throughout the response
- demonstrating accurate, detailed knowledge of the prescribed text, drawing from the text as a whole
- avoiding prepared responses that do not answer the question and generalised discussions of ideas or techniques
- avoiding listing ideas or mentioning techniques without explaining them in relation to the question
- developing a cohesive response where ideas and/or texts (poems) are linked
- demonstrating control of register and sophisticated vocabulary.
Section
II — Module C: Close Study of Text
Questions
2-7
- Prose Fiction
- Poetry
- Drama
- Non-fiction
Students should:
- read the question carefully to ensure the key words in the question are addressed such as “develop our understanding” and “of people and ideas”
- refer to the excerpt or screenshot throughout the response and avoid only using references to the question
- demonstrate a holistic understanding of the text by utilising the extract/screenshot in conjunction with examples
- use a strong personal voice when required by the question.
In better responses, students were able to:
- provide clear judgement of how the composer created a world that develops our understanding of people and ideas in their prescribed text
- clearly distinguish between “people” and “ideas”
- clearly utilise the extract to explore the way the textual form is used to create a world, then apply to an understanding of how people and ideas are developed.
Areas for students to improve include:
- analysing what world is created before examining how this develops an understanding of people and ideas
- considering significant ideas from the whole novel/play/film/media, for example, Prose Fiction; Drama; Film; Media
- recognising that the collection of poems act as a single text rather than isolated poems.
Listening Paper
General feedback
Students should:
- recognise the key words in the questions
- use the space provided to answer the questions
- listen for detail and ensure only information relevant to the question is included
- make detailed notes in the space provided to capture accurate quotes relevant to each question during the listening exam
- only identify techniques when the question asks for them
- avoid rewriting the question.
Question 1
In better responses, students were able to:
- explain in detail the reasons why Cyrus crafted a new look, including information about his background
- write in clear, full sentences with relevant information referring directly to the recording.
Areas for students to improve include:
- avoiding general answers that do not have enough information to explain adequately
- understanding the difference between ‘identify’ and ‘describe’ and the amount of detail needed.
Question 2
In better responses, students were able to:
- identify a clear feeling Cyrus had after changing his name using a relevant quotation/s
- identify a correct technique/s used in the quotation.
Areas for students to improve include:
- avoiding making generalised statements about his feelings
- providing quotations and techniques.
Question 3
In better responses, students were able to:
- identify clear general conclusions about the importance of names
- explain how these conclusions are shown or implied in the text
- include some quotations or textual references to support answers.
Areas for students to improve include:
- avoiding recounting the process of Cyrus changing his name
- avoiding general statements about the importance of names that were not conclusions by Cyrus
- using textual references or quotations to support and explain their ideas.
Question 4
In better responses, students were able to:
- identity correct tones of the speaker or correct tones of voice from the recording
- provide a synthesised and detailed response that explains how tones engaged the audience
- use textual evidence such as quotes with relevant techniques from the text to explain the use of the tones.
Areas for students to improve include:
- avoiding very general ideas about tone, for example, high or low tone
- including adequate detail about the use of the tones with relevant textual details
- providing details about how the tone engages the audience rather than repeating the effect was “to engage the audience”.
