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Year 11

To access the guides simply log into its learning. Choose the file or the folder from the menu on the left. Now you can download the guides to your computer, print them out or simply use them on screen. It's entirely up to you.




Year 11

A Summary

What has your child done so far
What has your child done so far?

Controlled assessments:

Two creative writing pieces

A spoken languagestudy

Exam practice:

Unit 1: Reading and Producing non-fiction texts

Unit 2 speaking and listening
Unit 2:Speaking and Listening

Due to government changes, the speaking and listening unit no longer counts towards the final GCSE , but will appear as a separate grade on the certificate

What s left to do
What’s left to do

Controlled assessments:

A Literary Heritage text (English only)

A Shakespeare play (English only)

Students studying for English Language will be redrafting work to ensure the best grade possible


Unit 1: Reading and Producing non-fiction texts

Section one – reading

Section two – writing

The exam is worth 60% of the final GCSE grade


Controlled Assessments:

All controlled assessments must be completed by 4th April 2014


The final examination for Unit 1 will be Tuesday, 3rd June 2014

How we can help
How we can help

In Class:

Re-drafting of controlled assessments

Exam skills

Specific target setting


Re-drafting of controlled assessments

One to one sessions

Before school sessions on specific areas of the GCSE

Unit 1 understanding and producing non fiction texts
Unit 1: Understanding and producing non-fiction texts

  • Exam – 2 hours and 15 minutes

  • Six questions testing reading and writing skills

Foundation paper section a reading
foundation paper Section A – Reading

  • Question 1:

  • Read Source 1, the online article, Love music love food: pop will eat itself and answer the questions.

  • 1 (a) List four things you learn about Tinie Tempah from the article. (4 marks)

  • 1 (b) What are Tinie Tempah’s feelings about food? (4 marks)

Question 2
Question 2:

  • Now read Source 2, the World Food Programme webpage.

  • Explain what you learn about feeding children in Mogadishu.

  • Remember to:

  • show your understanding by explaining in your own words

  • support your ideas using the text. (8 marks)

Question 3
Question 3:

  • Now read Source 3, The Sweet Shop. Here Nigel Slater writes about visiting a sweet shop as a boy.

  • How does the writer use language features in the extract?

  • Remember to:

  • give some examples of language features

  • explain the effects. (12 marks)

Question 4
Question 4:

  • Look again at Source 1 and Source 2 and compare the way that both texts use presentational features for effect.

  • Remember to:

  • write about the way the sources are presented

  • explain the effect of the presentational features

  • compare the way they look. (12 marks)

Section b writing
Section B: Writing

  • Answer both questions in this section.

  • You are advised to spend about one hour on this section.

  • You are advised to spend about 25 minutes on question 5.

  • You are advised to spend about 35 minutes on question 6.

Question 5
Question 5:

  • Your local newspaper is running a weekly column called The Food I Couldn’t Live Without. Write a short article for the column explaining which food is your personalfavourite and why.

  • Remember to:

  • write an article

  • use language to explain. (16 marks)

  • Try to write approximately one page.

Question 6
Question 6:

  • ‘Governments, doctors, and the media are right to tell us what to eat and what not to eat.’

  • Write a speech for a classroom debate arguing for or against this opinion.

  • Remember to:

  • write a speech

  • use language to argue. (24 marks)

  • Try to write approximately two pages.

Higher paper
Higher paper:

  • Read Source 1, the article called Street Life by Sophie Haydock.

  • 1. What do you understand about Sophie Haydock’s experience and the issues of

  • homelessness? (8 marks)

  • Now read Source 2, the newspaper story and the picture which goes with it called Homes and crops wrecked, but relief sweeps Queensland in Yasi’s wake by Adam Gabbatt.

  • 2 Explain how the headline and picture are effective and how they link to the text.

  • (8 marks)

  • Now read Source 3, War-time Homes which is an extract from a non-fiction book by Michael Caine.

  • 3 Explain some of the thoughts and feelings Michael Caine has about the places where he lived during the war. (8 marks)

  • Now you need to refer to Source 3, War-time Homes, and either Source 1 or Source 2. You are going to compare two texts, one of which you have chosen.

  • 4 Compare the ways in which language is used for effect in the two texts.

  • Give some examples and analyse the effects. (16 marks)

Section b writing1
Section B:Writing

  • 5 The travel section of your local newspaper is inviting readers to write about their favourite place.

  • Write a letter to the editor describing a favourite place you know and explaining why others would like it. (16 marks)

  • 6 A recent report states: ‘Homelessness in the UK is a crisis that is destroying the lives of people, especially young people.’

  • Write an article for your school or college newspaper persuading young people to support charities which help the homeless. (24 marks)

How you can help
How you can help:

  • Use the AQA website to download past papers and mark schemes

  • Encourage students to revise through BBC Bitesize, SHMOOP and Spark Notes

  • Persuade students to read newspapers and other non-fiction texts

  • Support students in their revision

  • Asking your child about what they are learning in the lessons

  • Read the text yourself and discuss it with your child

  • Watch the DVD of the set text with them

  • Ensure students feel confident about their abilities as learners

  • Encourage students to get enough sleep, water and healthy food


Each student was issued with a revision guide in the Autumn term of year 10

Websites such as BBC Bitesize, Englishbiz and Shmoop

Copies of the text

AQA website

Notes from their books, especially any handouts

English teachers are more than happy to discuss any concerns students have

In the pipeline
In the pipeline:

  • A reading list on the website and a copy in each student’s book

  • Ensure students have access to a general mark scheme

  • A glossary for students

Any questions
Any questions?

Together, we can help your child achieve their potential