1. GCSE English Literature
Unit 3: Shakespeare vs. Literary
Heritage

2. Learning Intention:
To understand how to apply the
assessment criteria for Unit 3 so that you
can attain a band 4 (confident) or band 5
(sophisticated) grade.

3. Task 1: Overview
Match what you have to do to the correct
Assessment Objective.
Which one do you think is the most
challenging? Why?

4. Assessment Objective
AO1: Respond to texts critically
and imaginatively; select and
evaluate relevant textual detail
to illustrate and support
interpretations.
AO2: Explain how language,
structure and form contribute to
writers’ presentation of ideas,
themes and settings.
AO3: Explain links between
texts, evaluating writers’
different ways of expressing
meaning and achieving effects.
AO4: Relate texts to their social,
cultural and historical contexts;
explain how texts have been
influential and significant to self
and other readers in different
contexts and at different times.
Required Actions
- Talk about the texts studied.
- Use quotes from each text.
- Discuss the texts imaginatively, don’t just stick to
quotes, explain what you think the quote means!
- Discuss why the author chose to write about ideas
in a certain order.
- Write about what the writer’s views of each idea
seem to be: what do they think?
-Explain the effect of the language
- Compare the texts – talk about when they were
written and how this makes them similar or
different.
- Discuss the characters – are there any characters
who seem similar in both pieces.
- Write about their way of putting their point
across.
- Talk about why when they were written is
important – have ideas, values changed since then?
- Discuss what you gained from each text, and what
others can.
- Write about how people then and now would view
the ideas in the texts. Would they agree, or not?
Why?

5. Assessment Objective Required Actions
AO1: Respond to texts critically and imaginatively;
select and evaluate relevant textual detail to
illustrate and support interpretations
- Talk about the texts studied.
- Use quotes from each text.
- Discuss the texts imaginatively, don’t just stick to
quotes, explain what you think the quote means!
AO2: Explain how language, structure and form
contribute to writers’ presentation of ideas, themes
and settings.
- Discuss why the author chose to write about ideas
in a certain order.
- Write about what the writer’s views of each idea
seem to be: what do they think?
-Explain the effect of the language
AO3: Explain links between texts, evaluating writers’
different ways of expressing meaning and achieving
effects.
- Compare the texts – talk about when they were
written and how this makes them similar or
different.
- Discuss the characters – are there any characters
who seem similar in both pieces.
- Write about their way of putting their point
across.
AO4: Relate texts to their social, cultural and
historical contexts; explain how texts have been
influential and significant to self and other readers
in different contexts and at different times.
- Talk about why when they were written is
important – have ideas, values changed since then?
- Discuss what you gained from each text, and what
others can.
- Write about how people then and now would view
the ideas in the texts. Would they agree, or not?
Why?

6. Task 2: Deeper Understanding
Match the assessment criteria to the
correct ‘band’.
1. What strategies did you use to sort the
criteria into certain bands?
2. Explore the key differences between
bands 2, 3 and 4

7. You are able to:
Band 5
Sophisticated and
impressive
33 - 40 marks
Band 4
Confident and
assured
25 - 32 marks
Band 3
Clear and
consistent
17. - 24 marks
Band 2
Some awareness
9 - 16 marks
Band 1
Limited
understanding
1 - 8 marks

8. You are able to:
Band 5
Sophisticated and
impressive
33 - 40 marks
 Demonstrate a sophisticated engagement with the writers’ ideas and attitudes
 Develop sophisticated interpretations of both texts using imaginatively selected
quotations
 Demonstrate a sophisticated analysis of aspects of language and structure
 Demonstrate a perceptive and imaginative exploration of links/comparisons between texts
 Comment imaginatively on the significance of the contexts of both texts
Band 4
Confident and
assured
25 - 32 marks
 Demonstrate a sustained and developed appreciation of writers’ idea and attitudes
 Provide convincing interpretations using precisely selected quotations
 Confidently analyse aspects of language and reflect on the structure
 Demonstrate an assured and developed appreciation of links/comparisons between texts
 Demonstrate a thoughtful consideration of the significance of the contexts of the texts
Band 3
Clear and
consistent
17. - 24 marks
 Demonstrate a clear understanding of writers’ ideas and use relevant and appropriate
supporting quotations
 Demonstrate a clear understanding of features of language and structure supported by
relevant and appropriate quotation
 Demonstrate a clear understanding of links/comparisons between texts
 Demonstrate a clear grasp of the significance of some aspects of the contexts.
Band 2
Some awareness
9 - 16 marks
 Show some awareness of the writers’ ideas supported by quotations from the text
 Show some understanding of obvious features of language and structure
 Show some awareness the links between texts
 Show some understanding of the significance of the contexts
Band 1
Limited
understanding
1 - 8 marks
 Show limited awareness of writers’ ideas using a limited range of textual detail
 Describe a limited range of features of language and structure
 Show limited awareness of links between texts
 Show limited awareness of contexts

9. Key Terms: Band 4
‘Analysis’
- Explore the significance of words and phrases in
the brief quotation
- Interpret; suggest possibilities
“My child is yet a
stranger in the world.”
Analyse this!

10. Key Terms: Band 4
‘Sustained and developed’
Focus on two or three areas of comparison which you
can approach in depth and detail.
Think of 3 areas of
comparison between
father-daughter
relationships in R&J and

11. Task 5:
Using one of your ‘areas of comparison’…
Q: Compare and contrast Juliet’s
relationship with her father, Lord
Capulet, to Elizabeth Bennet’s relationship
with her father, Mr. Bennet.

12. Peer Assessment
Swap your work with a partner.
1. Highlight the assessment grid to
indicate the criteria your partner has
achieved
2. Give your partner a band and a mark

13. Self Assessment
Assess your own work.
Strengths/WWW?
Targets/EBI?

14. STAR Moment
Using your feedback, improve one element
of your response to the question.

15. Learning Intention:
To understand how to apply the
assessment criteria for Unit 3 so that you
can attain a band 4 (confident) or band 5
(sophisticated) grade.