Ideally a range of differentiated texts and tasks will be seen across a submission for this component. Internal standardisation may involve: all teachers marking some sample pieces of work to identify differences in marking standards discussing any differences in marking at a training meeting for all teachers involved referring to reference and archive material, such as previous work or examples from our teacher standardisation.
What is clear, given that the NEA assesses all five assessment objectives AOsis that the task must allow access to them all. You may provide guidance and support to students so that they are clear about the requirements of the task they need to undertake and the marking criteria on which the work will be judged.
You will also receive a report when the results are issued, which will give feedback on the appropriateness of the tasks set, interpretation of the marking criteria and how students performed in general.
Please make a note of the support the student received on the Candidate record form. How you deal with this depends on when the move takes place. School and college consortia If you are in a consortium of schools or colleges with joint teaching arrangements where students from different schools and colleges have been taught together but entered through the school or college at which they are on rollyou must let us know by: filling in the Application for Centre Consortium Arrangements for centre-assessed work, which is available from the JCQ website jcq.
AO2: Analyse ways in which meanings are shaped in literary texts. Resource packages: Non-exam assessment Independent critical study: Texts across time This resource provides guidance on the NEA requirements for A-level English Literature A, and should be read in conjunction with the NEA requirements set out in the specification.
This is particularly pertinent if students choose two texts from the same genre poetry, prose, drama. That said, students will choose their texts and shape their tasks with your support and you will be supported by your NEA advisor and the following offers you some guidance on how to help your students make these choices.
These approaches are equally valid and take account of the different contexts in which schools and colleges will be working.
You may also provide guidance to students on the suitability of their proposed task, particularly if it means they will not meet the requirements of the marking criteria.