combining visual, spoken and words except in the case of a poem, written elements where which must be at least 25 lines. appropriate Assessment Criteria using evidence-based argument C5, C6 using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage. Text: Rainbow’s end Analyse and evaluate how Task 4: During this period, students (play) responses to texts are influenced will read Rainbow’s end. Teaching will by: focus on features of a play and writing Focus on an extended an analytical essay. imaginative, interpretive purpose, taking into account that or persuasive text, a text’s purpose is often open to New terms are “personal, social and analysing the debate cultural context” “positioning the relationship between audience” and “textual evidence”. personal, social and cultural purpose, context and Students will be asked to consider context audience and how these varying responses to the play. the use of techniques associated relationships influence a Responding: with imaginative, interpretive and text and its meaning; persuasive texts. ‘Write an analytical essay which discusses investigate how text 10–11 the strengths and weaknesses of structures and language Reflect on ideas and issues in their Rainbow’s end. Make your personal features communicate own and others’ texts by: response clear and mention other possible ideas and represent responses to the play.’ analysing textual evidence to people and events in a assess the purpose and context The word count is 500 words. text. of texts Assessment Criteria C1, C3, C6, C7 questioning responses to texts investigating the impact and uses of imaginative, interpretive and persuasive texts.
combining visual, spoken and written elements where appropriate using evidence-based argument using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage. words except in the case of a poem, which must be at least 25 lines. Assessment Criteria C5, C6 10–11 Text: Rainbow’s end (play) Focus on an extended imaginative, interpretive or persuasive text, analysing the relationship between purpose, context and audience and how these relationships influence a text and its meaning; investigate how text structures and language features communicate ideas and represent people and events in a text. Analyse and evaluate how responses to texts are influenced by: purpose, taking into account that a text’s purpose is often open to debate personal, social and cultural context the use of techniques associated with imaginative, interpretive and persuasive texts. Reflect on ideas and issues in their own and others’ texts by: analysing textual evidence to assess the purpose and context of texts questioning responses to texts investigating the impact and uses of imaginative, interpretive and persuasive texts. Task 4: During this period, students will read Rainbow’s end. Teaching will focus on features of a play and writing an analytical essay. New terms are “personal, social and cultural context” “positioning the audience” and “textual evidence”. Students will be asked to consider varying responses to the play. Responding: ‘Write an analytical essay which discusses the strengths and weaknesses of Rainbow’s end. Make your personal response clear and mention other possible responses to the play.’ The word count is 500 words. Assessment Criteria C1, C3, C6, C7