1123 - Scheme of Work 2018

Scheme of Work
Cambridge O Level
English Language
1123
For examination from 2018
Contents
Contents ....................................................................................................................................................................................................... 2
Introduction ................................................................................................................................................................................................... 3
Unit 1: Key writing skills ................................................................................................................................................................................ 7
Unit 2: Descriptive composition................................................................................................................................................................... 16
Unit 3: Argumentative composition ............................................................................................................................................................. 21
Unit 4: Narrative composition ...................................................................................................................................................................... 26
Unit 5: Directed writing ................................................................................................................................................................................ 31
Unit 6: Reading a variety of texts ................................................................................................................................................................ 37
Unit 7: Summary writing  content, relevance and cohesion ...................................................................................................................... 40
Unit 8: Reading for ideas ............................................................................................................................................................................ 44
Unit 9: Reading for meaning ....................................................................................................................................................................... 47
Cambridge O Level English Language (1123) – from 2018 Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as an Extension activity; there
is the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.
Recommended prior knowledge

Learners should be familiar with, and have a reasonable knowledge and understanding of:
 the conventions of written English, for example, punctuation, paragraphing, spelling and grammar
 parts of speech
 the idea of range of tone, register and vocabulary
 reading of English texts and in expressing themselves orally in English
 letters, magazine and newspaper articles, speeches and talks
 the concept of selecting and retrieving information from a written text
 the terms descriptive, personal, argumentative, discursive and narrative writing and have experience in both the reading and the writing of these texts
 the ideas of similarities and differences, advantages and disadvantages, problems and solutions, causes and effects, and actions and consequences
 the idea of answering questions on written texts as a means of demonstrating comprehension
All of this knowledge should have been gained through at least two years of prior learning at secondary school level.
Assessment objectives outlined in more detail in the syllabus are referred to in this scheme of work in the first column. These include:
AO1: Reading
R1 Demonstrate understanding of explicit meanings
R2 Demonstrate understanding of implicit meanings and attitudes
R3 Analyse, evaluate and develop facts, ideas and opinions
R4 Demonstrate understanding of how writers achieve effects
R5 Select for specific purposes
AO2: Writing
W1 Articulate experience and express what is thought, felt and imagined
W2 Sequence facts, ideas and opinions
W3 Use a range of appropriate vocabulary
W4 Use register appropriate to audience and context
W5 Make accurate use of spelling, punctuation and grammar
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Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge O Level courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below gives some guidance about how many hours we recommend you spend on each topic unit of the scheme of work.
Suggested
Unit teaching time Notes and suggested teaching order
(hours/%)
Unit 1: Key 13 hours/10% As this unit is to build on existing skills, and underpins skills to be taught it should be taught first.
writing skills
The unit consolidates existing skills and is designed to build confidence in the basics of English language: parts of
speech, types of sentences and sentence structure, paragraphing, grammar and spelling. It introduces learners’
ideas of audience, tone and register, as well as how writers make use of language through imagery.
Unit 2: 13 hours/10% The unit explores examples of good descriptive and personal writing and encourages learners analyse these. It
Descriptive takes learners through the process so that they will be able to produce their own pieces of descriptive and personal
composition writing.
Unit 3: 13 hours/10% The unit explores examples of good discursive and argumentative writing and encourages learners analyse these. It
Argumentative takes learners through the process so that they will be able to produce discursive and argumentative writing.
composition
Unit 4: 13 hours/10% The unit explores examples of good narrative writing and encourages learners to analyse these. It takes learners
Narrative through the process so that they will be able to produce narrative writing.
composition
Unit 5: Directed 19.5 hours/15% The unit explores the types of Directed Writing: reports, letters, articles and speeches. It explores the conventions of
writing Directed Writing: content, layout, audience, tone and register.
Unit 6:Reading 6.5 hours/5% The unit takes learners through fiction and non-fiction texts and explores the ideas of genre, audience and writer’s
a variety of texts craft. It is intended to foster an interest in reading and a desire to read and speak English in and outside the
classroom.
Unit 7: 19.5 hours/15% The unit explains to learners the nature of summary questions and the importance of topic sentences, elaboration
Summary points and distractors. It teaches learners how to select content points from a text to be summarised and the
writing- content, importance of the rubric.
relevance and
cohesion
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Suggested
Unit teaching time Notes and suggested teaching order
(hours/%)
Unit 8: Reading 6.5 hours/5% The unit explains how to identify and respond to the main ideas of a text, such as follow a sequence or argument,
for ideas identify conclusion, distinguish fact from opinion, and give a personal response to the theme in a text.
Unit 9: Reading 26 hours/20% The unit explains the difference between literal and inferential comprehension questions and teaches learners
for meaning recognise their signposts and how to answer questions of each type. It teaches learners how to recognise and
answer questions which have to be answered in own words, with vocabulary, quotation and writer’s craft questions,
and questions which can be answered by lifting from the text.
Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. We recommend
that you use one of the endorsed books and revision course book alongside this scheme of work.
Teacher Support
Teacher Support https://teachers.cie.org.uk is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen
and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are
posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at
https://teachers.cie.org.uk
If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy
or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or
the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended. Note: Speaking and listening are not tested but the development of these vital communication skills is encouraged
across the curriculum, and is reflected in many of the activities in the scheme of work.
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How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge O Level English Language syllabus and it provides some ideas and suggestions of how to cover the content
of the syllabus. We have designed the following features to help guide you through your course.
Suggested teaching activities give you lots of
Learning objectives help your learners by making it ideas about how you can present learners with
clear the knowledge they are trying to build. Pass new information without teacher talk or videos.
these on to your learners by expressing them as ‘We Try more active methods which get your learners
are learning to / about…’. motivated and practising new skills.
Syllabus ref. Learning objectives Suggested teaching activities
W5 Make Correct punctuation of

accurate use of parenthesis Extension activity: Put learners into groups and ask them to move around the classroom looking at examples Independent
spelling, http://examples.yourdictionary.com/examples-of-tone-in-a-story.html of different writing tones  formal and informal, study (I) gives
punctuation and sarcastic, ironic, humorous, conversational. your learners
grammar
Learners add parentheses to given simple sentences. These simple sentences can be taken texts or newspaper articles.
the opportunity
Extension activities provide your (I) to develop their
more able learners with further own ideas and
challenge beyond the basic content of Ask learners to define ‘writer’s tone’. With a partner, learners list as many writing tones as they can. Can they reach 10? understanding
the course. Innovation and independent (F)
with direct input
learning are the basis of these from you.
activities.
Past and specimen papers
Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk
Nov 2011 Paper 11 Q1

Jun 2012 Paper 12 Q1 Formative assessment (F) is on-going assessment
Nov 2012 Paper 12 Q1 (a) and (b)
which informs you about the progress of your learners.
Don’t forget to leave time to review what your learners
have learnt, you could try question and answer, tests,
Past Papers, Specimen Papers and Mark Schemes quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
are available for you to download at: activities can be found in the scheme of work.
https://teachers.cie.org.uk
Using these resources with your learners allows you to
check their progress and give them confidence and
understanding.
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Unit 1: Key writing skills
For learners to improve their writing skills, they need to attain correctness and accuracy in:
 Grammar
 Vocabulary
 Spelling
 Punctuation
 Layout conventions
 A range of sentence structures
 Linkage of information across sentences and paragraphs to develop a topic
 Appropriate register for the type of writing
 Awareness of the conventions in different genres of writing, such as letters, reports, dialogue and speech etc.
Teachers can use this possible sequence of writing lesson in which learners can develop writing skills. (I)
1. Introduce the topic they will be learning about. You can use pictures if you like. Conduct a group discussion of the subject in general - this will give everyone
ideas for what to write about. Assign the writing task and deal with any misunderstandings.
2. Ask a learner to think about who is going to read the piece of writing (target audience) considering style, information, layout, etc.
3. Show the learners other exemplar work to illustrate the correct form.
4. Using the initial discussion as a springboard, get the learners to brainstorm ideas in groups, which you can then write up on the board. Learners can then
choose which ones they want to use in their own writing.
5. Edit and put the ideas into a logical sequence individually or in groups.
6. Construct an example framework text in small groups or with the whole class.
7. Get the learners to prepare a rough draft in groups or individually.
8. Get the learners to discuss their work with each other and finally with the teacher.
9. Prepare and write the final text.
10. Go through each learner's work individually with them, discussing strengths and weaknesses of the work.
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Assessment
Learning objectives Suggested teaching activities
objectives
AO2: Writing An overview of parts of Elicit the eight most common parts of speech and list on a flip chart or board. Ask the class to define a part of
W5 Make speech speech.
accurate use of  Noun: a naming word. It names a person, place, thing, idea, living creature, quality, or action. E.g.
spelling, cowboy, theatre, box, thought, tree, kindness, arrival
punctuation and  Verb: describes an action (doing something) or a state (being something). E.g. walk, talk, think,
grammar believe, live, like, want
 Adjective: describes a noun. It tells you something about the noun. Examples: big, yellow, thin,
amazing, beautiful, quick, important
 Adverb: usually describes a verb. It tells you how something is done. It may also tell you when or
where something happened. E.g. slowly, intelligently, well, yesterday, tomorrow, here, everywhere
 Pronoun: used instead of a noun, to avoid repeating the noun. E.g. I, you, he, she, it, we, they
 Preposition: usually comes before a noun, pronoun or noun phrase. It joins the noun to some other
part of the sentence. E.g. on, in, by, with, under, through, at
 Conjunction: joins two words, phrases or sentences together. E.g. but, so, and, because, or
 Interjection: an unusual kind of word, because it often stands alone. Interjections are words which
express emotion or surprise, and they are usually followed by exclamation marks. E.g. Ouch!, Hello!,
Hooray!, Oh no!, Ha!
Learners play the ‘Bag Game’: Learn Parts of Speech:

www.education.com/activity/article/play_word_bags_third/
AO2: Writing An overview of the noun Learners work in pairs or small groups with a summary of the different types of nouns,
W5 Make www.icteachers.co.uk/children/sats/english_nouns.htm then complete a short quiz at the end to name the
accurate use of types of nouns from a list/table of different nouns.
spelling,
punctuation and In pairs, learners write two short quizzes similar to those above, i.e. fill in a table with different types of nouns
grammar in a paragraph, which can be taken from a published text or make it up themselves, making sure they have
checked the answers. They then swap their quizzes. (F)
Ask learners to write 10 sentences showing their own examples of proper, collective and abstract nouns.
They should underline all nouns. (F)
At this stage it may be helpful to focus learners attention on and check their understanding of the use of the
definite article ‘the’, the indefinite article ‘a’ or ‘an’ and where no article is required. When and which article to
use can be difficult for learners as there are a lot of exceptions. However, it is useful to cover the basic rules
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Assessment
objectives
with your learners. For example, learners compare sentences and explain the differences, e.g.
She is playing with the doll.
She is playing with a doll.
She is playing with dolls.
Using articles:
https://owl.english.purdue.edu/owl/resource/540/01/
AO2: Writing An overview of the verb Learners work in pairs or small groups to complete worksheets on
W5 Make (i) verbs
accurate use of (ii) the fact that verbs can be more than one word
spelling, (iii) tenses.
punctuation and www.ickids.org.uk/sats/verbs.htm
grammar
Learners complete worksheets on active and passive verbs.
www.ickids.org.uk/sats/active_passive.htm
Learners complete worksheets on regular and irregular verbs. www.ickids.org.uk/sats/verbs.htm
Learners work with a partner to write tables similar to the one just done, in which they write sentences with
verbs of various tenses. These can be taken from a published text or they can make it up themselves, making
sure they have checked the answers. They then swap their quizzes. (F)
AO2: Writing An overview of the pronoun Learners work in pairs or small groups to complete worksheets on pronouns.
W5 Make www.ickids.org.uk/sats/pronouns.htm
accurate use of
spelling, Q and A session on what learners have learned. (F)
punctuation and
grammar
AO2: Writing An overview of the adjective Learners work in pairs or small groups to complete worksheets on adjectives.
W5 Make www.ickids.org.uk/sats/adjectives.htm
accurate use of
spelling, Learners work with a partner to write tables similar to the one just done. These can be taken from a published
punctuation and text or they can make it up themselves, making sure they have checked the answers. They then swap their
grammar quizzes. (F)
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Assessment
objectives
AO2: Writing Simple and compound The whole class completes a worksheet on simple and compound sentences.
W5 Make sentences http://blogs.scholastic.com/files/simple-and-compound-sentences-1.pdf
accurate use of
spelling, Learners write 10 sets of two simple sentences which can be made into one compound sentence. Then
punctuation and learners swap with a partner and join up their partner’s pairs of simple sentences into single compound
grammar sentences.
AO2: Writing Complex sentences Ask the class how they would explain the differences between simple, compound and complex sentences.
W5 Make www.bbc.co.uk/skillswise/factsheet/en28conn-l1-f-complex-sentences
accurate use of Speaking and listening
spelling, Learners construct compound sentences using conjunctions, present participle and relative pronouns.
punctuation and
grammar Learners write 10 pairs of simple sentences which can be joined by conjunctions. They swap with a partner,
and each learner in the pair completes the other’s sentence construction exercise.
Learners write 10 pairs of simple sentences which can be joined by present participles. They swap with a
partner, and each learner in the pair completes the other’s sentence construction exercise. (F)
Learners write 10 pairs of simple sentences which can be joined by relative pronouns. They swap with a
partner, and each learner in the pair completes the other’s sentence construction exercise. (F)
Extension activity: Learners complete further exercises in construction of simple, compound and complex
sentences www.k12reader.com/sentence-structure/Gr1-3_Simple_Compound_Complex.pdf
Q and A session on what learners have learned. (F)
AO2: Writing Using correct paragraphing Learners write paragraphs, using variety of simple, compound and complex sentence structures.
W5 Make
accurate use of Scrabbled paragraph writing activity. Learners reconstruct a text which has been mixed up.
spelling,
punctuation and
grammar
AO2: Writing Identifying topic sentences Here are some example texts for the learners to pick out the topic sentence:
W5 Make www.bbc.co.uk/skillswise/worksheet/en14para-l1-w-find-the-topic-sentence
accurate use of
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Assessment
objectives
spelling, Ask learners how they would recognise the topic sentences in a paragraph.
punctuation and
grammar Ask learners to identify and select topic sentences in given paragraphs from selected class texts or
newspaper articles.
AO2: Writing Revision of basic punctuation Learners revise use of full stops, capital letters and commas by reading a given text or newspaper article.
W5 Make
accurate use of Beginning, intermediate and advanced paragraph correction worksheets with answers:
spelling, www.englishforeveryone.org/Topics/Paragraph-Correction.htm
punctuation and
grammar
AO2: Writing Develop knowledge about Ask the class why thy think punctuation is important. In groups, learners look at examples of punctuation from
W5 Make punctuation and build on selected sections of simple texts. www.edufind.com/english-grammar/punctuation/ (F)
accurate use of existing skills
spelling, In pairs learners identify each punctuation mark and write down, in a table, its use in the context.
punctuation and
grammar Punctuation Notes Examples
comma - used to separate phrases or items She bought milk, eggs, and bread.
in a list.
Exclamation mark - used to show excitement or It’s freezing in here!
emphasis
AO2: Writing Use correct punctuation Ask the class to re-write with correct punctuation, unpunctuated sections of a text:
W5 Make www.bbc.co.uk/skillswise/worksheet/en29punc-e3-w-marking-the-ends-of-sentences
accurate use of
spelling, or sentences:
punctuation and www.bbc.co.uk/skillswise/worksheet/en29punc-e3-w-adding-basic-punctuation
grammar
Learners write a paragraph of unpunctuated prose and swap with a partner who will correct it. (F)
AO2: Writing Use the colon and semi- Ask learners when they would use the colon or semi-colon and put the correct into sentences:
W5 Make colon correctly e.g.
accurate use of  Remember Two can play at that game. (Colon)
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Assessment
objectives
spelling,  Dad is going bald his hair is getting thinner and thinner. (Semi colon)
punctuation and  I had a huge meal however, I am already hungry again. (Semi colon)
grammar  These are my favourite colours purple, turquoise, pink and yellow. (Colon)
 She kept saying “I want to get out of the car.” (Colon)
 Never forget this point Think before you speak. (Colon)
 She calls it the sidewalk I call it the pavement. (Semi colon)
 I will finish it that is a promise I will definitely keep. (Semi colon)
Colon Semi-colon
Ask learners to revise use of colon and semi-colon.
Extension activity: Learners complete quiz in use of colon and semi-colon.

www.englishforeveryone.org/PDFs/Semicolons%20-%20practice%20quiz.pdf
Extension activity: Put learners into groups to look at examples of colon and semi-colon from selected
sections of more complex texts. ‘Classics’ such as Charles Dickens or Jane Austen would be useful.
Learners write sentences on a topic in which colon and semi-colon might be used, e.g. There are many
reasons to exercise: it’s good for your health, it’s fun, and it’s free. Bananas are a healthy snack; they contain
potassium which may help your vision. They should then swap with their partner and check their work. (F)
AO2: Writing Use the question mark and Learners revise use of question mark and the exclamation mark.
W5 Make exclamation mark correctly www.primaryresources.co.uk/english/pdfs/PC_questexcl.pdf
accurate use of
spelling, Learners complete worksheets on use of exclamation mark and question mark. (I)
punctuation and www.worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=3&id=96&link1=43&
grammar link2=94&link3=96
Learners produce 10 sentences showing the use of the question mark and 10 sentences showing the use of
the exclamation mark. Ask learners to swap with their partners and check their work. Learners could write
sentence without revealing which use question marks or exclamation marks. Partners have to identify which
is which. (F)
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Assessment
objectives
AO2: Writing Develop knowledge about Learners revise use of singular and plural. Examples can be found in our endorsed textbooks at
W5 Make agreement of singular and www.cie.org.uk/i-want-to/resource-centre/
accurate use of plural and to build on existing
spelling, skills Ask learners to read material on agreement from http://grammar.ccc.commnet.edu/grammar/sv_agr.htm
punctuation and and complete the three quizzes on agreement between subject and verb at the end of the material.
grammar Speaking and listening
Working with a partner, learners write their own quiz on agreement, and swap with a partner, who answers
the questions. (F)
Learners move round the classroom answering al the quizzes set by the other groups. (F)
AO2: Writing Develop knowledge about Learners correct examples of sentences containing errors of verb agreement.
W5 Make agreement of subjects and
accurate use of verbs and to build on existing Subject verb agreement (printable worksheets and exercises).
spelling, skills www.englishwsheets.com/subject_and_verb.html
punctuation and
grammar
AO2: Writing Spell accurately the words The class do a quick spelling test using commonly misspelt words (see link below). Learners mark each
W5 Make within the working vocabulary other’s answers.
accurate use of
spelling, Learners read list of words which are commonly misspelt. (F)
punctuation and http://grammar.yourdictionary.com/spelling-and-word-lists/misspelled.html
grammar
Learners read handy hints for improving spelling in revision guides which are listed on our website at
www.cie.org.uk/i-want-to/resource-centre/
Ask the class to work with a partner and check partner’s work for spelling errors. This can be a recently
completed writing assignment. (F)
Learners can be taught to re-write misspelt words in margin of their notebooks to produce personalised
dictionary for further reference. (F)
Learners can be taught to re-write each misspelt word in a sentence; personal notebooks can be provided for
this. (F)
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Assessment
objectives
AO2: Writing Correct punctuation of direct Learners examine the punctuation of direct speech in given sections of text.
W5 Make speech
accurate use of Working in pairs, learners complete exercises in punctuation of direct speech in
spelling, www.primaryresources.co.uk/english/pdfs/direct.pdf
punctuation and
grammar Extension activity: This provides opportunity for extension material which can be done individually or with a
partner. (I)
AO2: Writing Correct punctuation of Learners examine the punctuation of parenthesis – dashes, brackets and parenthetical commas. Have a look
W5 Make parenthesis at our endorsed textbooks which provide some useful exercises.
accurate use of
spelling, Learners read material on parenthesis in http://grammar.ccc.commnet.edu/grammar/marks/parentheses.htm
punctuation and
grammar Extension activity: Learners can then go on to write 10 sentences of their own which include parenthesis.
Swap with a partner who will identify parenthesis in other’s sentences.
Learners add parentheses to given simple sentences. These simple sentences can be taken texts or
newspaper articles. (I)
AO2: Writing Correct use of prepositions In groups learners list as many prepositions as they can. Can they get to 50?
W5 Make
accurate use of In groups learners read list of prepositions in www.englishclub.com/grammar/prepositions-list.htm
spelling,
punctuation and With a partner, learners complete exercise in use of prepositions:
grammar www.bettenglish.com/grammar/prepositions.htm.
Extension activity: Learners write 20 sentences in which a preposition is used. 10 are correct, 10 are
incorrect. Partner has to underline the preposition in each sentence, and write the correct version beside
each one which is incorrect.
Extension activity: With a partner, learners complete worksheets on the use of the preposition in
www.ego4u.com/en/cram-up/grammar/prepositions
AO2: Writing Appreciate and be able to Ask learners to define ‘writer’s tone’. With a partner, learners list as many writing tones as they can. Can they
W4 Use register write in a variety of tones reach 10? (F)
appropriate to
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Assessment
objectives
audience and Speaking and listening Extension activity: Put learners into groups and ask them to move around the classroom looking at
context examples http://examples.yourdictionary.com/examples-of-tone-in-a-story.html of different writing tones 
formal and informal, sarcastic, ironic, humorous, tongue-in-cheek, conversational.
Extension activity: Put learners into groups and ask them to find their own examples of a variety of tones.
This can be done using texts or newspaper articles. Learners work with a partner and to write short passages
in a variety of tones.
AO2: Writing Appreciate audience and Register and audience quiz:

W4 Use register register www.educationquizzes.com/gcse/english/register-and-audience/
appropriate to
audience and Ask learners to define ‘audience’ and ‘register’.
context
AO1: Reading Appreciation of imagery A short two-minute video which explains simile, metaphor and personification:
R4 Demonstrate www.youtube.com/watch?v=oF9_fsUkxuk
understanding of
how writers Extension activity:
achieve effects Ask learners to give some examples of:
(i) simile
(ii) metaphor
(iii) personification.
Extension activity: In pairs, learners complete worksheets on simile, metaphor and personification in
www.growingwithgrammar.com/files/www5smplelessfinal.pdf
Extension activity: In pairs, learners write four sentences containing simile, four containing metaphor and
four containing personification.
Learners watch www.youtube.com/watch?v=5EqG5v07R24 (I)
AO1: Reading Appreciation of writer’s craft Review and revision can be taken from our endorsed textbooks which you can find a list of at
R4 Demonstrate www.cie.org.uk/i-want-to/resource-centre/
understanding of
how writers Q and A session on what learners have learned. (F)
achieve effects
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Unit 2: Descriptive composition
Assessment
objectives
AO2: Writing Define, recognise and Learners list examples of two types of writing:
W1 Articulate understand the features of
experience and descriptive compositions Directed writing Composition
express what is  
thought, felt and  
imagined  
 
W3 Use a range
of appropriate
Introduce the idea of references to one or more of the senses. Learners describe a car journey. What might
vocabulary
they see, touch, smell, taste and hear?
W5 Make
Here is a free guide to descriptive writing which you can hand out to learners:
accurate use of
www.englishbiz.co.uk/mainguides/describe.htm
spelling,
punctuation and
grammar
AO2: Writing Appreciate writer’s craft in Teacher read examples of good descriptive composition to the class.
W1 Articulate descriptive compositions Cider with Rosie Laurie Lee
experience and Oliver Twist Charles Dickens – descriptions of London.
express what is Speaking and listening
thought, felt and Put learners into groups and ask them to examine the text, read, and pick out words/phrases/images which
imagined are particularly effective.
W3 Use a range Learners read example of good descriptive compositions in

of appropriate www.bbc.co.uk/schools/gcsebitesize/english/writing/writingtoinformrev7.shtml
vocabulary
Learners write brief commentary on what makes this a good piece of descriptive writing. Then they swap
commentaries with their partners and discuss. (F)
Tips on writing a descriptive essay:

www.time4writing.com/writing-resources/descriptive-essay/
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Assessment
objectives
AO2: Writing Report back on group Ask the group spokesperson to report back on group findings.
W1 Articulate discussion Here are some methods and tips which you could use with your learners to help them to get the most out of
experience and feeding back to the class:
express what is Speaking and listening www.learningandteaching.info/teaching/groups_reporting_back.htm
thought, felt and
imagined
AO2: Writing Understand the genre of Ask learners to write short commentary on given piece of descriptive composition, picking out effective
W1 Articulate descriptive compositions. language.
experience and
express what is
thought, felt and
imagined
AO2: Writing Prepare for descriptive Put learners into groups and ask them to produce word banks for six given descriptions e.g. person (old
W3 Use a range compositions man), busy place (railway station) quiet place (riverbank), etc. Synonyms to be found for some word bank
of appropriate vocabulary.
vocabulary Speaking and listening
There are useful exercises for finding synonyms and using correct vocabulary in our endorsed textbooks,
listed at www.cie.org.uk/i-want-to/resource-centre/
Forty descriptive writing topics:

http://grammar.about.com/od/developingessays/a/topdescription.htm
AO2: Writing Produce short pieces of Put learners into groups and give them a topic for a single descriptive paragraph e.g. An untidy kitchen/A
W1 Articulate descriptive composition busy market/Brainstorm senses (sight, smell, etc.) Ask learners to produce a word bank using the table
experience and below.
express what is
thought, felt and What can be What can be What can be What can be What can be
imagined seen? heard? felt? tasted? smelt?
W3 Use a range
of appropriate
vocabulary
Version 1.1 17
Assessment
objectives
W5 Make
accurate use of Extension activity:
spelling, Learners write their own single paragraphs of descriptive writing, using prepared word banks. (I)
punctuation and
grammar
AO2: Writing Evaluate descriptive Learners swap pieces of descriptive composition with a partner and write short commentary on merits and
W1 Articulate compositions demerits of the other group’s piece of descriptive writing. (F)
experience and
express what is Useful guidance for how to write commentaries on descriptive composition can be found in the endorsed
thought, felt and textbooks listed on our website at: www.cie.org.uk/i-want-to/resource-centre/
imagined
W3 Use a range
of appropriate
vocabulary
W5 Make
accurate use of
spelling,
punctuation and
grammar
AO2: Writing Produce descriptive Groups swap back and re-draft for peer assessment. (F) and (I)
W1 Articulate composition
experience and Peer and Self Assessment: A Guide
express what is www.slideshare.net/mikegershon/peer-and-self-assessment-guide
thought, felt and
imagined
W3 Use a range
of appropriate
vocabulary
W5 Make
Version 1.1 18
Assessment
objectives
accurate use of
spelling,
punctuation and
grammar
AO1: Reading Appreciate writer’s craft in Read out to the class, examples of good descriptive composition.
R4 Demonstrate descriptive composition As I Walked out One Midsummer Morning by Laurie Lee has many good examples
understanding of
how writers Speaking and listening Put learners into groups, and ask them to examine one of the text(s) used in the previous exercise and pick
achieve effects out words/phrases/images which make this a good piece of descriptive writing.
AO2: Writing Report back on group Ask the group spokesperson to report back on the group’s findings. Teacher recaps on these findings.
vW1 Articulate discussion
experience and Here are some methods and tips which you could use with your learners to help them to get the most out of
express what is Speaking and listening feeding back to the class:
thought, felt and www.learningandteaching.info/teaching/groups_reporting_back.htm
imagined
AO2: Writing Produce paragraph plans Learners read about strategies for paragraph planning from one of our endorsed textbooks at
W5 Make www.cie.org.uk/i-want-to/resource-centre/
accurate use of
spelling,
punctuation and
grammar
AO2: Writing Prepare for a descriptive In groups learners make up a word bank for each of their six descriptive composition topics (based on
W3 Use a range composition persons or places)
of appropriate
vocabulary
AO2: Writing Produce descriptive Learners produce full length descriptive composition based on their preparation in terms of word bank and
W1 Articulate composition paragraph plans.
experience and
express what is Suitable topics can be found in past examination papers (e.g. Paper 2, Section 1, Q3) and our endorsed
thought, felt and textbooks www.cie.org.uk/i-want-to/resource-centre/
imagined
Version 1.1 19
Assessment
objectives
AO2: Writing Descriptive composition : 1123 past examination papers:

W5 Make opportunity for summative Paper 12 Jun 2015 Q2
accurate use of assessment Paper 12 Jun 2015 mark scheme
spelling,
punctuation and 1123 Specimen Paper (for examination from 2018):
grammar Specimen Paper 1 Q2 and mark scheme (I)
Past examination papers and specimen papers
Paper 12 Jun 2015 and mark scheme

Specimen Paper 1 and mark scheme
Past examination and specimen papers can be found at https://teachers.cie.org.uk/qualifications/academic/middlesec/olevel/subject?assdef_id=907
Version 1.1 20
Unit 3: Argumentative composition
Assessment
objectives
AO2: Writing Define, recognise and Start by asking learners to give examples of discursive composition, argumentative composition., and the
W2 Sequence understand the features of differences between the two.
facts, ideas and discursive and argumentative
opinions composition. (Point out that, Elicit the idea that discursive composition deals with two sides of an argument, whereas argumentative
although syllabus talks only composition deals with only one side.
of argumentative
compositions, these can be https://patricktay.wordpress.com/2014/03/17/writing-discursive-compositions-secondary-level-part-i-
either discursive or differences-between-discursive-and-argumentative-essays/
argumentative in nature.)
AO2: Writing Understand discursive and Put learners into groups and ask them to examine newspaper articles and pick out examples of emotive or
W3 Use a range argumentative composition persuasive language.
of appropriate and the differences between
vocabulary them Extension activity: Learners research what they can find out about emotive language
www.encyclo.co.uk/define/Emotive%20Language
AO2: Writing Use appropriate vocabulary Put learners into groups and ask them to compile a list of emotive language of their own. Hand out some
W1 Articulate advertisements, articles and other texts where they can find more examples of emotive language.
experience and Speaking and listening
express what is Learners can try this quiz about spotting emotive language:
thought, felt and www.educationquizzes.com/gcse/english/emotive-language/
imagined
AO2: Writing Understand the techniques of Put learners into groups and ask them to look at examples of articles in which a topic is argued either ‘for’ or
W5 Make argumentative composition. ‘against’.
accurate use of (i) work out and write down the main point the writer is making
spelling, (ii) work out and write down the elements of the argument he makes to support his main point.
punctuation and
grammar In the same groups, they pick out examples of emotive or persuasive language in the given newspaper
articles.
Version 1.1 21
Assessment
objectives
AO2: Writing Understand the techniques of Learners read examples of discursive composition.
W2 Sequence discursive composition.
facts, ideas and With reference to each exemplar looked at, in groups learners
opinions (i) work out and write down the two possible points of view the writer is considering, e.g. for and against
a particular issue
(ii) work out and write down the elements of the argument he makes to support each of these possible
points of view.
AO2: Writing Analyse argumentative and Show learners examples of argumentative and discursive composition, and elicit more examples from
W2 Sequence discursive composition. learners.
facts, ideas and
opinions Learners in groups then re-read given examples of argumentative and discursive composition and pick out
examples of the features of these genres of writing, concentrating on vocabulary and structure.
Class discussion about how the structure of argumentative composition differs from the structure of discursive
composition.
AO2: Writing Produce argumentative Ask learners to work with a partner on a given ‘for’ or a given ‘against’ topic, and produce a single ‘for' OR a
W1 Articulate composition single ‘against’ paragraph (e.g. for capital punishment or against the mobile (cell) phone).
experience and
express what is Speaking and listening
thought, felt and
imagined
AO2: Writing Analyse argumentative Learners swap their work with their partner, and write a short commentary on the merits and de-merits of their
W5 Make composition. argumentative paragraph.
accurate use of
spelling, Groups swap back and re-draft for peer assessment. (F) and (I)
punctuation and
grammar Extension activity: Useful guidance on how to write commentaries is given in our endorsed textbooks as
well as worked examples. Ask learners to look at this guidance before beginning to write their own
commentaries.
AO2: Writing Produce discursive Learners work with a partner on a given ‘for and against’ topic, and produce two paragraphs, one ‘for’ AND
Version 1.1 22
Assessment
objectives
W2 Sequence composition. one ‘against’ (e.g. for and against school uniform).
facts, ideas and
opinions
AO2: Writing Analyse discursive Ask learners to swap their work with their partners, and write short commentary on the merits and de-merits
W2 Sequence composition. of their partner’s discursive writing paragraphs.
facts, ideas and
opinions Groups swap back and re-draft for peer assessment. (F) and (I)
Useful guidance on how to write commentaries is given in our endorsed textbooks as well as worked
examples. Ask learners to look at this guidance before beginning to write their own commentaries.
AO2: Writing Choose appropriate Learners work with a partner and look at linking words in discursive and argumentative composition.
W3 Use a range vocabulary
of appropriate Good examples of discursive and argumentative writing can be found in our endorsed textbooks.
vocabulary
AO2: Writing Link ideas in argumentative Learners examine the way ideas are linked in samples of argumentative and discursive composition.
W3 Use a range and discursive compositions
of appropriate Q and A session on what learners have learned (F)
vocabulary
AO2: Writing Produce argumentative How to write an argumentative composition:

W2 Sequence writing www.mybigcampus.com/bundles/how-to-write-an-argumentative-essay---199834
facts, ideas and
opinions Put learners into groups and ask them to produce a paragraph plan for ‘The advantages of the internet’.
W3 Use a range Extension activity: Learners use their prepared paragraph plan to write an argumentative composition
of appropriate entitled ‘The advantages of the internet’.
vocabulary
and context
W5 Make
accurate use of
spelling,
punctuation and
Version 1.1 23
Assessment
objectives
grammar
AO2: Writing Produce discursive writing Put learners into groups and ask them to produce a paragraph plan for ‘The advantages and disadvantages
W2 Sequence of the internet’.
facts, ideas and
opinions Learners use their prepared paragraph plan to write a discursive composition entitled ‘The advantages and
disadvantages of the internet’.
W3 Use a range
of appropriate
vocabulary
and context
W5 Make
accurate use of
spelling,
punctuation and
grammar
AO2: Writing Use correct grammar and Ask learners to swap with partner who will check accuracy of paragraphing, punctuation and spelling.
W5 Make punctuation
accurate use of Learners swap their pieces of writing with a partner, and write a commentary outlining the merits and de-
spelling, merits of the given composition. Merits will relate to structure and paragraphing, and the clarity with which
punctuation and supporting points have been made, developed and linked. (F) and (I)
grammar
AO2: Writing Paragraph and plan Learners in groups produce a paragraph plan for one piece of argumentative writing of their own choice.
W5 Make argumentative and discursive
accurate use of composition Extension activity: Learners in groups, produce a paragraph plan for one piece of discursive writing of their
spelling, own choice. Topics are brainstormed first as a whole class activity. List on a board or flipchart.
punctuation and
grammar
AO2: Writing Produce full pieces of Present the class with suggested topics and revise paragraphing rules.
W2 Sequence discursive and argumentative
facts, ideas and composition Learners produce their own pieces of either discursive or argumentative composition.
opinions http://creativewritingprompts.com
Version 1.1 24
Assessment
objectives
W3 Use a range Discursive writing: Organising a discursive essay:

of appropriate www.bbc.co.uk/bitesize/standard/english/writing/discursive_writing/revision/1/
vocabulary
and context
W5 Make
accurate use of
spelling,
punctuation and
grammar
AO2: Writing Discursive composition.: Discursive composition under examination conditions.

W2 Sequence opportunity for summative
facts, ideas and assessment
opinions
W3 Use a range
of appropriate
vocabulary
and context
W5 Make
accurate use of
spelling,
punctuation and
grammar

Version 1.1 25
Unit 4: Narrative composition
Assessment
objectives
AO2: Writing Define, recognise and Start by asking learners to give examples of and then try to define narrative composition. Answers may be put
W1 Articulate understand the features of on flipchart. www.slideshare.net/noelyncagalawan/features-of-a-narrative-text
experience and narrative composition
express what is
thought, felt and
imagined
W2 Sequence
facts, ideas and
opinions
W3 Use a range
of appropriate
vocabulary
AO2: Writing Understand the techniques of Learners read a short story, e.g. The Landlady Roald Dahl
W1 Articulate good narrative composition www.teachingenglish.org.uk/sites/teacheng/files/landlady_text.pdf
experience and (i)
express what is Put learners into groups, where they discuss what techniques make this an effective short story. Elicit the
thought, felt and following techniques:
imagined  characters
 simplicity of plot
 setting
 theme
 possible plot twists
 opening and ending.
At this stage it is sufficient that learners understand these terms and recognise good practice.
AO2: Writing Understand the techniques of Read another short story to the class.
W1 Articulate good narrative composition Secrets Bernard MacLaverty
Version 1.1 26
Assessment
objectives
experience and (ii)

express what is Put learners into groups and ask them to discuss how the story demonstrates
thought, felt and  characters
imagined  simplicity of plot
 setting
 theme
 possible plot twists
 opening and ending.
Ask groups to report back on their findings.
Here are some methods and tips which you could use with your learners to help them to get the most out of
feeding back to the class:
www.learningandteaching.info/teaching/groups_reporting_back.htm
AO2: Writing Understand the techniques of In pairs, learners make a list of the key features of good narrative composition.
W2 Sequence good narrative composition
facts, ideas and (iii) Features of narrative writing:
opinions http://ncowie.wordpress.com/2008/02/10/features-of-narrative-writing/
Speaking and listening
AO2: Writing Analyse narrative Ask the learners choose one of the short stories already read and discuss and write a commentary or discuss
W2 Sequence composition (i) the relevant points of its style, e.g. plot, characterisation, ending, opening, setting, theme.
facts, ideas and
opinions Class discussion
AO2: Writing Analyse narrative Ask some learners to give a talk to the class about their chosen short story, in which they justify the claim that
W2 Sequence composition (ii) it is a good narrative composition.
facts, ideas and
opinions Speaking and listening
AO2: Writing Put learners into groups and ask each group to produce a simple plot outline for a particular genre, e.g.
W1 Articulate Write about the plot crime, mystery, science fiction.
experience and
Version 1.1 27
Assessment
objectives
express what is Narrative composition:

thought, felt and www.bbc.co.uk/schools/gcsebitesize/english/creativewriting/narrativewriting1.shtml
imagined
Creative writing prompts:
www.writersdigest.com/prompts ????//
AO2: Writing Keep learners in the same groups and ask each group to make a list of two or three characters for their
W1 Articulate Write about character genre. They write three sentences describing each character.
experience and
express what is
thought, felt and
imagined
AO2: Writing Keep learners in the same groups and ask each group to create a setting for their genre. They write three
W1 Articulate Write about setting sentences to describe their setting.
experience and
express what is
thought, felt and
imagined
AO2: Writing Keep learners in the same groups and ask each group to work out a possible plot for a narrative composition.
W1 Articulate Write endings
experience and
express what is
thought, felt and
imagined
AO2: Writing Keep learners in the same groups and ask each group to produce a paragraph plan for their narrative
W2 Sequence Produce paragraphs composition.
facts, ideas and
opinions
AO2: Writing Learners examine the use of the direct speech/dialogue in the short stories already studied and discuss its
W5 Make Punctuation of direct speech usefulness in narrative composition. Learners complete worksheets on
accurate use of www.skillsworkshop.org/resources/speech-marks
spelling,
Version 1.1 28
Assessment
objectives
punctuation and Ask learners to write a short section of dialogue as an introduction to a narrative composition. Cover four
grammar genres.
Extension activity: Put learners into groups and ask them to compile a list of words to use instead of ‘said’ in
direct speech. Can they make 40?
In groups learners look at www.spwickstrom.com/said/ for words to use instead of ‘said’.
In groups learners look at www.writersbeat.com/showthread.php?t=11782 for words to use instead of ‘said’.
This can be made into a wall frieze.
AO2: Writing Extension activity: Learners produce a narrative composition based on their previous group work.
W1 Articulate Produce narrative writing
experience and Possible topics might come from:
express what is http://homeworktips.about.com/od/essaywriting/a/narrativetopics.htm
thought, felt and
imagined
W5 Make
accurate use of
spelling,
punctuation and
grammar
AO2: Writing Learners swap their narrative composition with a partner. Ask each partner to write a commentary outlining
W1 Articulate Redraft and improve the merits and de-merits of the given composition Merits will relate to:
experience and narrative writing  creation of character
express what is  setting
thought, felt and  plot
imagined  ending
 sentence structure
W5 Make  punctuation.
accurate use of
spelling, Groups swap back and re-draft for peer assessment. (F) and (I)
punctuation and
Version 1.1 29
Assessment
objectives
grammar Extension activity: A checklist may be used as they work through their partner’s composition. Learners
redraft their work.
AO2: Writing Learners are given a list of narrative composition topics or settings and choose one to write about:
W1 Articulate Produce more narrative 1. When I Got Lost
experience and writing 2. My Favourite Meal
express what is 3. If I Could Go Back in Time
thought, felt and 4. I Saw the Weirdest Thing
imagined 5. An Animal I Would Be
6. Something I Wish I Had
W5 Make 7. If I Could Only See One Color
accurate use of 8. If I Could Change One Thing About Me
spelling, 9. A Place I'd Like to Live
punctuation and 10. My Secret Place
grammar
Have a look at our endorsed textbooks which provide useful lists at www.cie.org.uk/i-want-to/resource-centre/
AO2: Writing Learners create a checklist for what they need to include in their narrative:
W1 Articulate Narrative writing: opportunity e.g.
experience and for summative assessment  I have described the setting.
express what is  I have included five senses to create an atmosphere.
thought, felt and  I have introduced a problem or an event.
imagined  I have included dialogue.
 I have used powerful verbs and adjectives.
W5 Make  I have checked my spelling and punctuation.
accurate use of  I have checked my story makes sense.
spelling,
punctuation and
grammar

Version 1.1 30
Unit 5: Directed writing
Assessment
objectives
AO2: Writing Define, recognise and Ask learners to define directed writing and give some examples. E.g. a letter, speech, an article or report,
W4 Use register understand the features of which is fit for purpose and relevant to the world of study, work or the community.
appropriate to directed writing
audience and What is directed writing? http://essentiallyeducation.co.uk/english/language-skills/directed-writing.html
context
In pairs, learners choose one example of directed writing and make a list of the skills, vocabulary, tone,
register, useful phrases and expressions, purpose of the text, sentence length they would expect to use when
writing it. You may need to provide some examples which the learners can look at and make notes about.
AO2: Writing Understand the differences Working with a partner, learners look at examples of a directed writing exam questions. They make notes on
W4 Use register between directed writing and the ways in which this task differs from an open-ended creative writing task.
appropriate to composition
audience and Working with a partner, learners think of the forms which directed writing might take. Elicit: reports, letters,
context Speaking and listening emails, magazines or newspaper articles, speeches.
AO2: Writing Understand various genres in Learners work with a partner to make a list of five possible directed writing tasks, in which each of the genres
W4 Use register directed writing outlined above is covered.
appropriate to
audience and
context
AO2: Writing Understand audience, Ask learners to define ‘audience’, ‘register’ and ‘tone’. What different registers and tones do they use, and in
W4 Use register register and tone in directed what context? Answers are put on to flipchart or board.
appropriate to writing
audience and Extension activity: Working with a partner, learners make a list of as many tones as they can. Can they
context Speaking and listening reach 12?
In groups learners choose eight tones from the list in www.mshogue.com/AP/tone.htm
And for each tone write a short paragraph which demonstrates the tone. (F)
AO2: Writing Understand the conventions Learners should now understand that directed writing involves a more detailed task than composition writing.
Version 1.1 31
Assessment
objectives
W4 Use register of task fulfilment and Ask them to define ‘task fulfilment’ and explain what they understand it to mean. Elicit the ideas that task
appropriate to language fulfilment is ‘what’ is being written and language is ‘how’ it is being written.
audience and
context Learners look again at the example of a directed writing question used in a past examination paper. They
should see that the three bullet points in the question comprise the area for task fulfilment and so must be
covered in the answer. Look at corresponding mark schemes to see how the marks are given.
Put learners into groups and ask them to make up five directed writing tasks of their own, one from each of
the genres of:
 reports
 letters
 magazine or newspaper articles
 speeches.
Each task should have three bullet points. (F)
Learners read the examples of directed writing written by the other groups.
AO2: Writing Understand the nature of Working with a partner, learners examine a mark scheme for assessment criteria for task fulfilment:
W4 Use register task fulfilment (i) understanding purpose
appropriate to (ii) awareness of situation and audience
audience and Speaking and listening (iii) using the correct format
context (iv) using the information in the question to justify personal opinion
(v) using appropriate tone and register
(vi) developing all bullet points given.
Working in groups, learners discuss and write down what they think is meant by each of these criteria.
AO2: Writing Understand awareness of Working with a partner, learners make a list of people for whom a piece of directed writing might be written,
W4 Use register situation and audience remembering that these might lead to both formal in informal writing.
appropriate to
audience and Speaking and listening
context
Version 1.1 32
Assessment
objectives
AO2: Writing Understand the use of Working with a partner, learners look at rules and identify the elements of a letter – address, date, salutation,
W4 Use register correct format for letters valediction, etc.
appropriate to
audience and Speaking and listening Formal letter writing:
context www.usingenglish.com/resources/letter-writing.php#layout
Planning a letter:
www.bbc.co.uk/skillswise/factsheet/en11lett-e3-f-planning-a-letter
AO2: Writing Understand the use of Take a selection of newspapers or newspaper articles into the classroom for learners to look at.
W4 Use register correct format in magazine or
appropriate to newspaper article Ask learners to work with a partner to identify the layout of newspaper reports – headlines, subheadings,
audience and interviews and statements, order of paragraphs, photos and captions, quotations, etc.
context Speaking and listening
In their pairs leaners devise a multiple choice quiz for the class about newspapers. Questions could include:
 What is a headline?
 Where would you expect to find a caption?
 What do you think this story is about? ‘Freak weather’
 Why do articles include quotations?
 Which tense are newspaper reports written in?
 Etc.
AO2: Writing Understand the use of Learners need to know the purpose and style of reports. List the features of a report, and ask learners to
W4 Use register correct format in reports highlight these features in a text and include others.
appropriate to
audience and Features Yes No
context A Heading
Subheadings
Pictures
Diagrams
Labels
Captions
Version 1.1 33
Assessment
objectives
Facts not opinions
Technical words to do with the subject
Text organised into paragraphs
Varied sentence beginnings
The text contain words like ‘I’, ‘we’ and ‘think’
Source: www.primaryresources.co.uk/english/docs/nonchronoreportfeatures.doc
Ask learner to write a report on a subject that interests them. (I)
For lesson ideas, templates and worksheets:

www.teachingideas.co.uk/writing-reports/reports
AO2: Writing Understand audience, tone Discuss with the class about what speeches they have heard recently or any famous speeches that they
W4 Use register and register of know of. Select a famous person and elicit what learners know about the person and predict the style and
appropriate to speeches/talks tone of the speech they are going to listen to. Learners listen to the speech by a famous person, e.g. Nelson
audience and Mandela, and make notes about the style, register and impact it has.
context
Learners work with a partner to examine printed copies of the speech used above and write short
commentaries on its merits of style, e.g. use of first person, introduction, rhetoric, repetition, and climax.
Working with a partner, learners read a section of Mandela’s speech on

www.historyplace.com/speeches/mandela.htm
And Martin Luther King on

http://abcnews.go.com/Politics/martin-luther-kings-speech-dream-full-text/story?id=14358231
Extension activity: Learners write a speech to give in a school assembly on the theme of [predudice/child
labour/a person they admire]. Ask learners to select a text on the subject which they can incorporate into their
speech. Learners perform their speeches in class.
AO2: Writing Understand the difference Ask learners what they understand to be the difference between formal and informal language, stressing that
W4 Use register between formal and informal appropriate tone and register is to be used according to the topic given. Ask them to give example of formal
Version 1.1 34
Assessment
objectives
appropriate to tone and register and informal language.

audience and
context Formal and informal speaking:
www.bbc.co.uk/skillswise/worksheet/en37spea-l1-w-formal-or-not
AO2: Writing Add detail for interest to Working in groups, learners take a past examination paper directed writing task, or a directed writing task
W2 Sequence bullet points from one of our endorsed textbooks.
facts, ideas and
opinions Against each bullet point, they decide what information might be added to elaborate on it.
W4 Use register Learners move around the classroom to read the elaboration details of the other groups. (F)
appropriate to
audience and 1123 past examination paper:
context Paper 12 Jun 2015 Q1
AO2: Writing Accurate use of language in Learners revise rules for good language usage, remembering that language as well as task fulfillment is
W5 Make directed writing assessed in directed writing.
accurate use of
spelling,
punctuation and
grammar
AO2: Writing Produce pieces of directed Learners attempt directed writing task from a past examination paper.
W2 Sequence writing
facts, ideas and 1123 past examination paper:
opinions Paper 2 Jun 2015 Q1
W4 Use register 1123 Specimen Paper (for examination from 2018)

appropriate to Specimen Paper 1 Q1
audience and
context
W5 Make
accurate use of
spelling,
punctuation and
Version 1.1 35
Assessment
objectives
grammar
AO2: Writing Produce pieces of directed Learners swap their pieces of directed writing with a partner, and partner to indicate errors and suggest areas
W2 Sequence writing for improvement in task. (F)
facts, ideas and
opinions Peer and Self Assessment: A Guide
www.slideshare.net/mikegershon/peer-and-self-assessment-guide
W4 Use register
appropriate to Learners redraft their pieces of directed writing. (I and F)
audience and
context
W5 Make
accurate use of
spelling,
punctuation and
grammar

Paper 12 Nov 2015 and mark scheme
Past examination and specimen papers can be found at

https://teachers.cie.org.uk/qualifications/academic/middlesec/olevel/subject?assdef_id=907
Version 1.1 36
Unit 6: Reading a variety of texts
Assessment
objectives
Distinguish between fiction Ask the learners to work with a partner to examine two fiction and two non-fiction texts.
and non-fiction
Learners make a list of features which distinguish the two and swap lists with their partner.
Working in groups, learners make a list of features of any text, both fiction and non-fiction. They swap with
other groups who identify the genre against each item in the list.
Learners listen to and compare the statements in the two links below and discuss which ones they agree or
disagree with: www.differencebetween.net/miscellaneous/difference-between-fiction-and-non-fiction/
www.writerlylife.com/2010/04/whats-the-difference-between-fiction-and-non-fiction/
Foster an interest in reading Ask the class to sit in groups to discuss their favourite books and what they are currently reading, giving brief
and an appreciation of its reports on a text of their choice. All learners bring a book/magazine,website page with them to show to the
benefits class.
Speaking and listening Learners write short paragraph about the books of three other learners, saying why they were persuaded by
the speaker to read that particular book. This activity could also be done as a discussion, either with the
whole class or in groups.
Identify different genres of In groups learners make a list of genres in fiction texts. Can they list 10?
fiction and non-fiction texts
In groups learners read http://writing.colostate.edu/gallery/multigenre/genrelist.html and then make two
Speaking and listening columns headed ‘fiction’ and ‘non- fiction, and assign each item in the list in the above website to the
appropriate column.
AO1: Reading Group discussion Put the learners into groups and ask them to examine at least four fiction texts, each from a different genre.
R3 Analyse,
evaluate and You can remind learners that genre is a kind of text and different genres have different kinds of setting and
develop facts, characters. Elicit different genres from the learners before you give them some examples, or ask them to pick
Assessment
objectives
ideas and some from the school library.

opinions
Here are some examples of fiction genres which your learners may suggest:
R5 Select for  Historical
specific purposes  Fantasy
 Science fiction
 Mystery
 Folktales
 Etc.
In groups, learners can discuss their preferences explaining why and giving examples of books they have
read.
Identify different genres of Elicit what the learners understand by each of the following terms in fiction: character, setting, theme, plot.
fiction texts Match definitions to words, either using cards or worksheets.
Speaking and listening In groups learners identify key features of each of their four genres: what kind of character would they expect
in that genres, what kind of setting, theme, plot.
AO1: Reading Evaluate fiction texts Groups of learners list features of one genre and present their list to the class or ask other groups to add any
R3 Analyse, other ideas.
evaluate and
develop facts, For independent study learners write a short commentary on the key features (as identified above) of at least
ideas and one of their given genres of fiction texts. (I)
opinions
AO2: Writing Write about fiction texts Ask each learner invents a title for a fiction text in any genre and write a blurb for their imaginary text
W1 Articulate (maximum 50 words). Both title and blurb should reflect the chosen genre. Ask the learners redraft their
experience and blurbs so that they could be used as classroom displays. (I)
express what is
thought, felt and
imagined
W5 Make
accurate use of
Version 1.1 38
Assessment
objectives
spelling,
punctuation and
grammar
Identify different genres in Ask the learners go back to list of genres of texts in
non-fiction texts http://writing.colostate.edu/gallery/multigenre/genrelist.html
Speaking and listening They should already have identified which of these are non-fiction. They should take at least four non-fiction
genres now and identify with a partner its key features.
Understand audience in non- Ask the learners work with a partner to discuss the different audiences addressed in a selection of non- fiction
fiction texts texts. Texts from school library  autobiography, travel, sport, biography, etc.
AO1: Reading Identify key features of Put learners into groups and ask them to examine at least four non-fiction texts, each from a different genre.
R5 Select for different genres of non-fiction
specific purposes texts Ask each learner to write a short commentary on the key features of at least one of these non-fiction texts.
Texts from school library  autobiography, travel, sport, biography, etc.
AO1: Reading Distinguish between fiction Learners read examples of Paper 2, and discuss the ways in which Passage 1 differs from Passage 2.
R3 Analyse, and non-fiction - Passage 1: a factual text or texts, e.g. report(s), article(s), advertisement(s), letter(s), etc.
evaluate and Reading for ideas - learners are asked to identify and note down required information and write a
develop facts, summary based on relevance and coherence and then answer questions to identify the function of
ideas and the text.
opinions - Passage 2: a narrative text, e.g. report article, story, etc.
Reading for meaning - learners respond to short answer and multiple choice questions.
R5 Select for
specific purposes Q and A session or a quiz on what learners have learned. (F)

Version 1.1 39
Unit 7: Summary writing  content, relevance and cohesion
Assessment
objectives
AO1: Reading Understand the nature of Ask learners what they understand by the term ‘summary’. http://public.wsu.edu/~mejia/Summary.htm
R5 Select for summary questions
specific purposes Learners should have a clear understanding of how to distinguish key information from extended information
in order to be able to extract appropriate points from the given passage prior to undertaking any summary-
writing activities, and an awareness of the sub-skills needed to complete the task correctly.
One activity could be to provide simple sentences which learners extend by adding further information, or
short passages on a specific topic could be given to extract the key idea and present in the class.
Learners could be shown a clip or documentary in class and then asked to write and present information with
the help of given key points within the specific word limit.
How to stretch learners' thinking?

Here are some general questions teachers can ask their learners to consider when summarising either fiction
or nonfiction:
 What happened?
 Who was involved?
 What was the outcome?
 Is the essential piece of information included?
 Are interesting but nonessential facts or details eliminated?
 Would someone who read my summary really understand the main points of the text?
Following some practice, an assessment task could also be helpful. Rules or guidelines for writing a summary
could be handed out in advance. The text could be selected randomly from newspapers, magazines or taken
from past papers. Learners look at and identify the elements in the rubric of a past examination paper for
summary. (F)
1123 past examination paper:

Paper 22 Jun 2015 Q1(a)
AO1: Reading Understand the nature of With a partner, learners examine the rubric of a short passage for summary, with given content points.
Version 1.1 40
Assessment
objectives
R5 Select for summary questions

specific purposes
AO1: Reading Revise topic sentences With a partner, learners finish the sentences below and make a list of the functions of topic sentences.
R5 Select for
specific purposes What is the function of topic sentences?
 To provide ….
 To introduce …
 To grab ….
 To support …
 To summarise …
AO1: Reading Learn how to select content Groups of learners look at non-fiction texts (Passage 1) from past question papers and answer the following
R5 Select for points questions:
specific purposes
 Is the passage developed with specific information (facts, statistics, etc.) that is related to the main
topic?
 Does all of the information support the main topic?
 Does the passage have enough information to answer the question asked?
 What are the elaboration points, i.e. points which merely add to points already made as opposed to
being separate points in themselves?
AO1: Reading Select topic sentences from Put the class into groups and ask them to select the topic sentences from paragraphs of given texts.
R5 Select for given texts
specific purposes Select the test topic sentence and paraphrase:
www.time4writing.com/downloads/PDFs/Printable-WritingParagraphs-TopicSentence-HS.pdf
AO1: Reading List content points in note Keep the class in the same groups and ask them to list in note form the content points from a short text.
R5 Select for form from a short texts Then reverse the task and give learners 10 content points which they should include in a short text.
specific purposes
AO1: Reading List content points in note Keep the class in the same groups and ask them to jot down in note form the content points in the past
R5 Select for form from a longer texts examination paper the rubric for which has already been examined.
specific purposes
Version 1.1 41
Assessment
objectives
1123 past examination paper:

Provide opportunity for pair Ask learners in their groups to make a list of the content points of an argument: the advantages and
discussion and writing disadvantages of email.
Speaking and listening Ideas can be found at www.bbc.co.uk/schools/gcsebitesize/ict/datacomm/1emailrev3.shtml
Extension activity: Learners write a list of content points on a topic of their own choice. This may be for
example, advantages and disadvantages of school uniform, etc. Ask learners to swap with a partner and write
a version of their partner’s argument using only the content points.
AO2: Writing Write in coherent English Coherence (logically sequenced and appropriately organised and cohesion (connecting ideas using cohesive
W5 Make devices): this is a vital feature of writing.
accurate use of
spelling, Coherence and cohesion tips and activities:
punctuation and https://takeielts.britishcouncil.org/sites/default/files/IELTS%20Writing-%20Coherence%20&%20Cohesion.pdf
grammar
English grammar guide:
www.edufind.com/english/grammar/
For linking words to create cohesion, go to: http://library.bcu.ac.uk/learner/writingguides/1.33.htm
AO2: Writing Write in coherent English Working with a partner, learners revise the rules of simple, compound and complex sentences and create a
W5 Make multiple choice quiz:
accurate use of
spelling, e.g. He went out.
punctuation and  Simple
grammar  Compound
 Complex
He went out, and met his friend.

 Simple
 Compound
 Complex
Version 1.1 42
Assessment
objectives
Here is a definition and activity for learners to work on in class or as a homework activity:
www.bbc.co.uk/norfolk/kids/kuwtc_pack2.PDF
AO1: Reading Select content points for In pairs, learners select the content points of a past examination paper summary question.
R5 Select for summary
specific purposes 1123 past examination paper:
AO2: Writing Write a summary in relevant, Ask the learners to write out the content points from the previous exercise in relevant, coherent English which
W2 Sequence coherent English include the main points and is easy to follow. Remember that the focus of the summary task is on how the
facts, ideas and text is organised and the task fulfilment, rather than on spelling, punctuation and grammar.
opinions
Learners swap with partner and write comment on each other’s piece of relevant, coherent English, outlining
merits of use of own words or sentence structure as well as pointing out any errors.

Version 1.1 43
Unit 8: Reading for ideas
Assessment
objectives
AO1: Reading Understand questions on Explain to learners that they need to be able to answer questions which can be seen as testing understanding
R3 Analyse, main ideas of the main ideas of a text. These might be questions asking them to identify examples of a function in the
evaluate and text, e.g. opinions, advice, criticism or warnings.
develop facts,
ideas and Elicit
opinions (i) distinguishing fact from opinion
(ii) distinguishing fact from advice
(iii) distinguishing fact from criticism
(iv) distinguishing fact from warning
(v) identifying standpoint or conclusion of the writer
AO1: Reading Identify facts In groups learners are given a short newspaper article and asked to find and write down six facts from the
R3 Analyse, text. Groups move around the classroom to look at facts selected by other groups. (F)
evaluate and
develop facts, Learners write a short passage of personal writing of no more than 100 words which contains at least six
ideas and facts.
opinions
Possible topics:
‘My Family’
‘My Pet’
Learners swap with a partner and each has to find and write down six facts from their partner’s piece of
writing.
Learners write a short discursive passage of no more than 150 words which contains at least six facts.
Possible topics:
‘The internet’
‘My Country’.
Learners swap with a partner and each has to find and write down six facts from their partner’s piece of
writing.
Version 1.1 44
Assessment
objectives
AO1: Reading Distinguish between facts Ask learners to give examples of value judgement. Elicit the idea of opinion, something which cannot be
R3 Analyse, and opinions supported by logic, the difference between objective and subjective statements.
evaluate and
develop facts, Distinguishing between fact and opinion:
ideas and www.bbc.co.uk/skillswise/factsheet/en06opin-e3-f-fact-or-opinion
opinions
Distinguishing between fact, opinion, belief and prejudice:
http://writing.colostate.edu/guides/teaching/co300man/pop12d.cfm
Working in groups, learners are given a list of single words, some of which suggest value judgment, or
opinion, (e.g. ‘delicious’)and others which are factual (e.g. ‘green’). They write each word in either the
‘opinion’ column in their notebooks or the ‘factual’ column.
Working with a partner, learners produce a list of 10 value judgement words, and 10 factual words.
Learners write five opinion statements of their own. Swap with a partner and discuss.
Learners write 10 statements, five opinions and five facts. Swap with a partner and distinguish the facts from
the opinions.
Exercises which are available in our endorsed textbooks which highlight the difference between fact and
opinion which can be completed with a partner.
Learners write a list of 20 statements, 10 facts and 10opinions. They swap with a partner, who has to write
against each statement whether it is fact or opinion.
Extension activity: Learners should look at past examination paper examples of questions which test
distinguishing facts from opinions and complete with a partner.
AO1: Reading Identify writer’s standpoint, In groups learners read a newspaper or magazine article and discuss its contents. They identify the writer’s
R3 Analyse, conclusion, advice or standpoint and/or conclusion. For example, is the writer in favour of the actions of a particular person, or in
evaluate and criticism favour of a particular social trend?
develop facts,
ideas and Learners identify the standpoint and/or conclusion, and write down particular sentences/phrases/words which
opinions make that most clear.
Version 1.1 45
Assessment
objectives
Learners write a short commentary on their newspaper article, in which they outline the contents of the article,
and the writer’s standpoint and/or conclusion, explaining with reference to the text how that standpoint and/or
conclusion is made clear.
Extension activity: Learners should look at past examination paper examples of questions which test
identifying writer’s standpoint and complete with a partner.
AO1: Reading Identify writer’s standpoint, Learners write a short commentary on a newspaper article, in which they outline the contents of the article,
R3 Analyse, conclusion, advice or and the writer’s standpoint and/or conclusion, explaining with reference to the text how that standpoint and/or
evaluate and criticism conclusion is made clear.
develop facts,
ideas and
opinions
AO1: Reading Answer questions on Answering questions on main ideas under examination conditions.
R3 Analyse, Reading for Ideas:
evaluate and summative assessment 1123 past examination papers:
develop facts, Paper 21 Nov 2015 Section 2, Q3, 4
ideas and Paper 22 Nov 2015 Section 2 Q2, 3,4
opinions
1123 Specimen Paper (for examination from 2018)
Specimen Paper 2 Q2

Version 1.1 46
Unit 9: Reading for meaning
Assessment
objectives
AO1: Reading Understand the difference Learners are given examples of each type of question and asked to explain how they are different. Ask
R1 Demonstrate between literal and inferential learners what they think is meant by literal and inferential comprehension and what is the difference between
understanding of comprehension questions them.
explicit meanings
Levels of meaning:
R2 Demonstrate http://parkrose.orvsd.org/mod/resource/view.php?id=8575
understanding of
implicit meanings Elicit the idea that in a literal comprehension question the answer is on the surface of the text, whereas in
and attitudes inferential comprehension the answer lies beneath the surface and some working out or deducing has to be
done.
Working with a partner, learners write down the signposts of literal and inferential comprehension questions.
AO1: Reading Answer simple literal Class activities:

R1 Demonstrate comprehension questions Weave a web of understanding After reflection on a factual text, gather learners in a circle. The first
understanding of learners hold a ball of wool and shares one thing that is remembered about the text. The first learner hangs
explicit meanings on to the string and the ball is passed across the circle not around. Repeat this process until a complete web
is formed.
Gallery images
In small groups, learners read a section of a factual text and create mental images as they read. Learners
create and label images on paper to represent the content. Share images with the class.
I remember
Learners are reminded to remember interesting information during a read-aloud. During the reading, stop and
pause and learners share what they remembered from the text.
Working with a partner or individually, learners complete some exercises in literal comprehension questions.
Version 1.1 47
Assessment
objectives
AO1: Reading Answer more difficult literal Working with a partner, learners answer literal comprehension questions set in recent past examination
R1 Demonstrate comprehension questions papers.
understanding of
explicit meanings 1123 past examination papers:
Paper 21 Nov 2015 Q5b, 5d, 7b, 8b
Paper 22 Nov 2015 Q 6b, 9c
Practice reading section:

www.pearsonlongman.com/ae/marketing/sfesl/tests/grade7.html
AO1: Reading Answer inferential Working with a partner, learners answer inferential comprehension questions set in recent past examination
R2 Demonstrate comprehension questions papers.
understanding of
implicit meanings 1123 past examination papers:
and attitudes Paper 21 Nov 2015 Q5a, 7a
Paper 22 Nov 2015 Q5d, 9a, 9b
AO1: Reading Distinguish between and Learners work in groups to make up their own literal and inferential questions from a variety of given texts.
R1 Demonstrate answer literal and inferential
understanding of questions Text and questions to be swapped with other groups and answered and then corrected by group who wrote
explicit meanings passage and questions.
R2 Demonstrate Inferences worksheets:

understanding of www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-worksheets/inferences-
implicit meanings worksheets/
and attitudes
AO1: Reading Understand the nature of When practicing for examination you can use texts that range from easy to challenging. The criteria for text
R1 Demonstrate comprehension questions selection should focus on text usefulness for teaching a particular strategy or set of strategies, learner
understanding of which can be answered by interests and connections to literacy themes. If the text is challenging use ‘read-aloud’ when modelling.
explicit meanings lifting from the text
Look at our endorsed textbooks which focus on this topic.
AO1: Reading Understand the nature of Working with a partner, learners look again at their answers to questions in exercises which can be found in
R1 Demonstrate own words comprehension our endorsed textbooks and put their answers into their own words.
Version 1.1 48
Assessment
objectives
understanding of questions
explicit meanings Extension activity: Learners write a list of 20 words in one column with jumbled synonyms for these words in
the other column. Ask them to swap with a partner, who has to match each word up with its correct synonym.
www.superteacherworksheets.com/dictionary-skills.html
www.teachingenglish.org.uk/article/dictionary-skills-secondary-learners
AO1: Reading Assessments based on randomly selected text can also be helpful. Questions should be carefully designed
R1 Demonstrate Answer own words as to cater for learners from low to high ability levels.(F)
understanding of comprehension questions
explicit meanings 1123 Specimen Paper (for examination from 2018)
Specimen Paper 2 Q8 Q12
AO1: Reading Answer quotation questions Ask learners what they think they have to do in quotation questions, and how quotation questions differ from
R1 Demonstrate literal comprehension questions.
understanding of
explicit meanings Learners look at some quotation past examination paper questions, and differentiate between single word,
expression and consecutive words.
1123 past examination papers:

Paper 21 Nov 2015 Q7d new wording would ask for four-word phrase not four consecutive words
Paper 22 Nov 2015 Q7c
Learners work with a partner to produce a list of 10 quotation questions from a text, covering single word
answers, two or more consecutive word answers and expression answers.
AO1: Reading Understand the nature of Quiz – improving vocabulary:

R1 Demonstrate vocabulary questions www.educationquizzes.com/ks2/english/improving-vocabulary-02/
understanding of
explicit meanings
AO1: Reading Answer vocabulary questions 1123 Specimen Paper (for examination from 2018)
R1 Demonstrate Specimen Paper 2 Q13
understanding of
explicit meanings
Version 1.1 49
Assessment
objectives
AO1: Reading Appreciate writer’s craft. Learners revise use of simile, metaphor, and personification using Unit 1 of this scheme of work.
R4 Demonstrate
understanding of Learners revise use of contrast, alliteration, onomatopoeia, exaggeration.
how writers
achieve effects Learners watch www.youtube.com/watch?v=5EqG5v07R24
Working with a partner, learners answer past examination paper questions on writer’s craft.
Worksheets:
www.growingwithgrammar.com/files/www5smplelessfinal.pdf
http://examples.yourdictionary.com/examples-of-similes.html
1123 Specimen Paper (for examination from 2018)

Specimen Paper 2 Q14
AO1: Reading Comprehension: opportunity Comprehension under examination conditions.

R1 Demonstrate for summative assessment
understanding of 1123 past examination papers:
explicit meaning Paper 21 Jun 2015 Q5, 6, 8, 9
Paper 22 Jun 2015 Q6, 8, 9
R2 Demonstrate
understanding of
implicit meanings
and attitudes
R4 Demonstrate
understanding of
how writers
achieve effects

Version 1.1 50
Assessment
objectives

Version 1.1 51
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Recommended prior knowledge

Guided learning hours

Syllabus ref. Learning objectives Suggested teaching activities

W5 Make Correct punctuation of

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk

Nov 2011 Paper 11 Q1

Unit 1: Key writing skills

Learners play the ‘Bag Game’: Learn Parts of Speech:

Learners complete worksheets on regular and irregular verbs. www.ickids.org.uk/sats/verbs.htm

Q and A session on what learners have learned. (F)

Ask learners to revise use of colon and semi-colon.

Extension activity: Learners complete quiz in use of colon and semi-colon.

AO2: Writing Appreciate audience and Register and audience quiz:

Learners watch www.youtube.com/watch?v=5EqG5v07R24 (I)

Unit 2: Descriptive composition

W3 Use a range Learners read example of good descriptive compositions in

Tips on writing a descriptive essay:

Forty descriptive writing topics:

AO2: Writing Descriptive composition : 1123 past examination papers:

Past examination papers and specimen papers

Paper 12 Jun 2015 and mark scheme

Past examination and specimen papers can be found at https://teachers.cie.org.uk/qualifications/academic/middlesec/olevel/subject?assdef_id=907

Unit 3: Argumentative composition

Q and A session on what learners have learned. (F)

AO2: Writing Produce argumentative How to write an argumentative composition:

W3 Use a range Discursive writing: Organising a discursive essay:

AO2: Writing Discursive composition.: Discursive composition under examination conditions.

Past examination papers and specimen papers

Paper 12 Jun 2015 and mark scheme

Past examination and specimen papers can be found at https://teachers.cie.org.uk/qualifications/academic/middlesec/olevel/subject?assdef_id=907

Unit 4: Narrative composition

experience and (ii)

Ask groups to report back on their findings.

Q and A session on what learners have learned. (F)

express what is Narrative composition:

In groups learners look at www.spwickstrom.com/said/ for words to use instead of ‘said’.

In groups learners look at www.writersbeat.com/showthread.php?t=11782 for words to use instead of ‘said’.

This can be made into a wall frieze.

Past examination papers and specimen papers

Paper 12 Jun 2015 and mark scheme

Past examination and specimen papers can be found at https://teachers.cie.org.uk/qualifications/academic/middlesec/olevel/subject?assdef_id=907

Unit 5: Directed writing

In groups learners choose eight tones from the list in www.mshogue.com/AP/tone.htm

Each task should have three bullet points. (F)

Q and A session on what learners have learned. (F)

Facts not opinions

Technical words to do with the subject

Text organised into paragraphs

Varied sentence beginnings

The text contain words like ‘I’, ‘we’ and ‘think’

Ask learner to write a report on a subject that interests them. (I)

For lesson ideas, templates and worksheets:

Working with a partner, learners read a section of Mandela’s speech on

And Martin Luther King on

appropriate to tone and register and informal language.

W4 Use register 1123 Specimen Paper (for examination from 2018)

Past examination papers and specimen papers

Paper 12 Jun 2015 and mark scheme