Thread by @emaiengteacher

I marked Literature GCSEs this year... A few generic reflections on what successful candidates did...

Firstly, Macbeth

1. Some great planning using Begining/Middle/End. This then allowed the candidate to look at the question and explore the concept throughout the play. (CTD)

...it worked as both a plan and essay structure, allowing for the concept in the question to be fully explored.

2. Looking at methods holistically - motifs e.g blood and how these evolve throughout the play. Use of soliloquy etc. Still lots of candidates commenting on word class

... which is often wrongly identified and not helpful when so much can be said about the form of the play and theatrical methods used.

3. Context used best when linked explicitly to the question and not bolted on. Context understood as beyond just historical context as well. E.g explicit interrogation of the concept in the question and how this links to the characters and wider questions Shakespeare is asking...

4. The more I marked the more clear it became that knowledge of the structure and plot of the play sets apart candidates. When things happen and how a character evolves allows students to plot a concept across an arc and see why Shakespeare took this course and his intentions.

5. Quotes are important but not 👸. Close analysis can be done using extract but some 👍 responses used knowledge of contrast/ motifs/ the form and structure of a tragedy to excellent effect. More 🕓in class on essay planning/ structure/ play as a whole over rote quote learning.

6. There's some excellent teaching going on out there - every year I learn something new about a text from candidate's responses. Excellent work from #TeamEnglish