GCE TEACHER ASSISTANCE
LL3 Interior Assessment
LL3 Analysing and Producing Functionality Texts Updated March 2010 We are thankful to the zones which presented us together with the examples of students' work which in turn appear in this kind of booklet while work-in-progress answers to the new LL3 internal assessment product. This record has been up to date and eliminates previously published LL3 device Guidance. It is often compiled from material previously published in the Teacher Guide, material allocated at INSET and coming from examples of students' work. Notable additions to this guide are: вЂў вЂў вЂў
Candidate 2 trialled response for LL3A (pages 10-13) Principal Ansager comments about Candidate 2's response (page 14) Guidance on low, middle and large band marks in the section assessment plants (pages 5 and 20)
The focus with this coursework device is upon texts produced for overall performance. It promotes the development of expanded formal essay-writing skills, independent research and creative writing linked to performance. Requirements: Individuals are required to make a folder of work divided into two sections. Pertaining to Section A they will research two remarkable texts, one among which should be Shakespeare, and then for Section B they will write two first performance text messages and examine one of them. The folder of work for this device, as for LL2, should be around 3000 words.
Centres must nominate for endorsement both text messaging to be analyzed for LL3 Section A: Dramatic text messages in context: вЂў вЂў one enjoy by Shakespeare selected for detailed study; one play/performance text simply by another dramatist/writer.
The text messaging must be nominated to WJEC by the end of December 2009 by mailing this nomination form LL3 Nomination of texts for approval 2010. doc simply by attachment to [email protected] company. uk
Section A: Remarkable texts in context -- 40 marks
Relevant evaluation objectives: AO1, AO2, AO3 1500 words approximately The Shakespeare text message selected need to be the focus of students' detailed examine, as this will be considered to be the вЂcore' text. The other drama/performance textual content can be simply by any author other than William shakespeare, and by any time period. It can also be a screenplay/play script for a film/play that has long been produced/performed. This kind of text ought to be regarded as the вЂpartner' text message, and so the research of this textual content will be larger in concentrate and should illuminate the Shakespeare study. To reiterate, documents should deal with the nominated texts in terms of a two thirds/one third split in favour of the William shakespeare. It is important to consider that AO3 is dual weighted through this unit: AO3: use built-in approaches to check out relationships between texts, analysing and analyzing the significance of contextual elements in their production and reception Therefore the selection of partner drama text should be carefully considered regarding what can offer students in terms of exploring relationships between texts and considering contextual factors. Addressing the Assessment Objectives in LL3 Section A The weighting with the relevant analysis objectives is usually reflected in the notional circulation of marks out of any total of 40 as follows: AO1: twelve marks AO2: 10 signifies AO3: 20 marks Instructors should use the LL3 Section A Analysis Grid to try to find the вЂbest fit' for examination, and should offer an all natural mark to hide all three goals.
Teaching strategies for this section:
(a) Teachers choose the key Shakespeare perform for school study and encourage pupils to choose the partner performance text; Or, (b) Teachers select both text messages; Or, (c) Students choose both text messages themselves for independent study and analysis. The spirit of the fresh specification promotes independence wherever possible, and innovative engagement with integrated research of text messaging will be many apparent where students have already been given opportunities for 3rd party study. In instances where this might always be difficult to obtain, centres will need to endeavour to provide sufficient variety in tasks to allow for...