A gulf Tomalin, writing in The Guardian today, says he would still see. John Bird in The Big Issue says that in some way every Big Issue vendor will be a reminder that the poverty that was rampant in the age of Dickens is not gone from us. But Dickens as hero? This comes from a passage in the Intermediate 2 English exam paper. Many books were banned but not the classics of English literature. Pupils arriving hungry at school every day were captivated by the story of a frail and courageous boy named Oliver Twist, a boy who asked for more.
Reading Dickens they felt that they were not alone and taking heart they became determined not to be forgotten. Students at one of the leading black colleges formed a committee to ask for more. They asked for more food, more lessons and more books. Analyses texts in depth using evidence from the text and clearly expresses key ideas. Makes and organises notes using own words and uses these to develop thinking, retain and recall information, explore problems and create new texts.
Evaluates the use of persuasive techniques, including bias, and the evidence and reliability of sources. Evaluates the use of structure, characterisation and setting using evidence.
In this third box, the learner clearly evaluates the information given in the task about civil rights and justifies her opinions using evidence from the source and her own knowledge of the topic. The learner has clearly created and made use of notes and organised them effectively into four different sections. There has also been a clear attempt to use their own words.
The learner has demonstrated relevant learning in 4 areas in this piece: what life was like for black people in America before the movement; what the civil rights movement did to make progress; an evaluation of the source; what was achieved at the time by the movement.
These are effectively used to demonstrate what the learner has understood and the line of thought chosen to be shared with the audience. There is also a clear attempt to evaluate the source they were given in the 3rd box: the learner uses a quotation from the source and explains how it helps us understand that, at the time, people thought that the movement had made some progress.
Throughout, there is an attempt to use own words to demonstrate understanding and it is clear that the learner has used notes taken throughout the unit of work to create a response to the question regarding the Civil Rights Movement.
I can also identify persuasion in a text and explain how it is used to influence my point of view. I know how to use evidence to show how reading a text helps me understand a particular idea.
Literacy and English: Fourth Level: Reading Context for learning Success criteria This answer was in response to a task set after the class had been studying a unit on farming in History.
The learners undertook the task independently and this particular question asked students to evaluate how fully a source described changes in farming between and The learner clearly indicates that he is going to explain in which ways the source does not fully explain the change, showing an evaluative stance.
These clearly highlight the points he makes, making it easy for his audience to follow his line of thought and demonstrates his understanding of the issues. There is clear evidence that the learner is using his own knowledge of the topic on order to explain fully the ways in which the source A is limited. He makes references to crops and livestock, both of which are not present in source A. This suggests that he has read other texts regarding this topic.
The learner shows a clear understanding of the task through the use of excellent connectives to link his arguments together. He uses these as pointers to guide his audience through his line of thought.
I can evaluate a source and explain its main point using my own words I know how to use the knowledge that I have gained from other texts I have read to evaluate a source and make a judgement about it. The text has been read in class and many co-operative activities have been used to ensure that the learners are familiar with the key ideas of the text, characters, themes and setting. The task is to create a critical response have to one of three essay questions. The learners choose the question themselves following a lesson which explored how to structure a critical essay as this was their first attempt.
Question chosen by learner How does Animal Farm explore, in an effective way, a theme which is important to you? Explain how Orwell introduces and develops the theme and show to what extent he has effectively engaged your interest in it. In your response, you should refer closely to the text, characterisation and theme. The learner uses quotations and, for the most part, is able to analyse and evaluate how the quotation helps to back up the points being made.
I also think that I need to take more time edit my work. Teacher voice The work is of a high standard. Literacy and English: Fourth Level: Reading Context for learning Success criteria As part of a wider study of 'Countries in Conflict', this formative assessment task gave learners the opportunity to independently read a challenging text, apply skills of close reading and attempt certain question types such as: 'In your own words', 'quote a word or expression', 'word choice', ' sentence structure', 'effect of punctuation', 'tone' and 'link questions'.
Today a museum bearing his name commemorates his death — and hundreds of others — which occurred 30 years ago next week at a place whose name has come to symbolise uprising against oppression: Soweto. Hector was one of thousands of black children who took to the streets on June 16, , in protest about schooling under the apartheid regime in South Africa. When police opened fire on the march it brought the word Soweto to the attention of the world.
But less well known is the role that Charles Dickens played in events. The march was in protest at a government edict making Afrikaans compulsory in schools. From January , half of subjects were to be taught.
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