irrelevant points (which perhaps narrate or describe) repeated points (which do not earn any credit) unsupported assertions (which is not the same as analysis) long quotations (which indicate a lack of clear focus). During peer assessment, you should monitor learners to make sure that they give all feedback in a positive and tactful way. Accurately use Links with language Standard Remind learners of the usefulness of effective paragraphing and a range of connectives in constructing coherent English and arguments. Although marks are not deducted for inaccurate punctuation and spelling, learners should be expected to critical proofread their work carefully. terminology to articulate Activities could include pair work focusing on proofreading essays for clarity and accuracy. ideas effectively www.bbc.co.uk/education/topics/z2b2tyc enjoy reading, 6. A final performance watching or Towards the end of the course, a complete showing of a television or film adaptation or, where possible, seeing a listening to a play, theatre production, would help learners to experience again the as a ‘play play’. appreciating the distinctive qualities Reviewing the question list for that text with the class before the screening would provide a useful focus for revising key of a drama text aspects of the play as they view it. experience acting for themselves: A performance or screening could be followed up by an evaluative essay based on the interpretation of key scenes or e.g. role play, characters. (questioning in Sound recordings also provide effective revision on MP3 players or mobile devices. An activity which explores learners’ role), improvisation effective ways of revising would be useful, with learners contributing their own ideas. Spoken extracts could be a prompt for a passage-based close reading formed around a response to the dramatic qualities of a particular moment in the play (F). Shakespeare Enjoy the enjoy reading, 1. The Shakespeare text experience of watching or Study of a Shakespeare text is a compulsory element. The approach to teaching and assessment of the Shakespeare reading a wide listening to a play, play should not materially differ from the techniques used to study the other drama texts on the syllabus and outlined range of appreciating the above in the scheme of work. However, studying the Shakespeare text offers some particular opportunities to use a literature distinctive qualities wide range of learner resources which encourage an interactive approach to his dramas, and to explore the richness of
Accurately use Standard English and critical terminology to articulate ideas effectively irrelevant points (which perhaps narrate or describe) repeated points (which do not earn any credit) unsupported assertions (which is not the same as analysis) long quotations (which indicate a lack of clear focus). During peer assessment, you should monitor learners to make sure that they give all feedback in a positive and tactful way. Links with language Remind learners of the usefulness of effective paragraphing and a range of connectives in constructing coherent arguments. Although marks are not deducted for inaccurate punctuation and spelling, learners should be expected to proofread their work carefully. Activities could include pair work focusing on proofreading essays for clarity and accuracy. www.bbc.co.uk/education/topics/z2b2tyc enjoy reading, watching or listening to a play, appreciating the distinctive qualities of a drama text experience acting for themselves: e.g. role play, (questioning in role), improvisation 6. A final performance Towards the end of the course, a complete showing of a television or film adaptation or, where possible, seeing a theatre production, would help learners to experience again the ‘play as a play’. Reviewing the question list for that text with the class before the screening would provide a useful focus for revising key aspects of the play as they view it. A performance or screening could be followed up by an evaluative essay based on the interpretation of key scenes or characters. Sound recordings also provide effective revision on learners’ MP3 players or mobile devices. An activity which explores effective ways of revising would be useful, with learners contributing their own ideas. Spoken extracts could be a prompt for a passage-based close reading formed around a response to the dramatic qualities of a particular moment in the play (F). Shakespeare Enjoy the experience of reading a wide range of literature enjoy reading, watching or listening to a play, appreciating the distinctive qualities 1. The Shakespeare text Study of a Shakespeare text is a compulsory element. The approach to teaching and assessment of the Shakespeare play should not materially differ from the techniques used to study the other drama texts on the syllabus and outlined above in the scheme of work. However, studying the Shakespeare text offers some particular opportunities to use a wide range of learner resources which encourage an interactive approach to his dramas, and to explore the richness of