Y11 Mock Exams - Preparation

  1. Preparation for Mocks
  2. Of Mice and Men Revision
  3. Descriptive Writing Revision
  4. English Mocks - Final Prep
  5. Mocks Recap
  6. Language Mock Feedback and Redrafting
  7. Literature Mock Feedback
  8. Mocks: Literature Revision
  9. Literature Mock Preparation
  10. Language Mock: Transactional Writing Q3

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Preparation for Mocks

LO: To consider what is required for next week's exams

Which of these do you feel most confident with, and why?:

  • Of Mice and Men
  • Poetry
  • Descriptive writing

How can you revise the one you're least comfortable with?

Poetry

  • Complete one comparison question, looking at two poems we've already studied
  • Question will follow the usual structure...

Q1) Re-read the poems Poem 1 and another poem.
Compare how the writers present ideas about [THEME] in the two poems

  • You should make reference to language, form and structure.
  • Support your answer with examples from the poems.

(Total for Question 1 = 30 marks)

Of Mice and Men

  • One question, looking at theme or characters
  • Question will follow the usual structure...

Q1) Explore the theme of [THEME] in the novel

  • You must consider context in your answer

[30 marks]

Q2) How does Steinbeck present the character of [CHARACTER] in the novel

  • You must consider context in your answer

[30 marks]

Both this and the poetry questions are worth the same number of marks, so split your time equally!

Download study booklet 📔

Descriptive writing

  • One question, asking you to produce a piece of descriptive writing
  • Assessed on...
    • Range of language techniques
    • Ambitious vocabulary
    • Sentence structures
    • Paragraphing and flow
    • Accuracy of Spelling & Grammar

Mr Bruges's Office Hour 🚪

Begin your revision of one of the three topics covered in the mocks

Some suggested tasks...

  • Mind map the connections between the poems we've explored
  • Use the OMaM revision booklet to select activities
  • Review our descriptive writing lessons from earlier in the year

Now is your chance to ask for one-to-one help and support on any of the topics in the mocks. Sign up below! ⤵

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Of Mice and Men Revision

LO: To consider how we can prepare for the upcoming mocks

Which main character do you know the least?

Which part of the novel would you be able to deliver a lesson on?

  • Literature exam: Thursday
  • Language exam: Friday

Structuring an answer

Q1) How does Steinbeck present the character of the Curley?

  • Point - what are you saying about the novel?
  • Evidence - what part of the novel are you linking to?
  • Context - what historical/social/authorial context is relevant?
  • Knowledge - what other bits of the novel could this link with?

OMaM Self-study

Select a self-study task to complete as revision. 🖱️ Click to view

Task 1: Character Analysis

Objective: Understand the motivations and development of key characters in "Of Mice and Men.”

Instructions:

  1. Choose three main characters from the novel (e.g., George, Lennie, Curley, or Curley’s wife).
  2. For each character, write a paragraph addressing the following:
    • Their key traits and motivations.
    • Their relationships with other characters.
    • How they contribute to the novel's themes.
  3. Include specific quotes from the text to support your analysis.

Task 2: Theme Exploration

Objective: Identify and explore the central themes in "Of Mice and Men.”

Instructions:

  1. Select three major themes from the novel (e.g., dreams and aspirations, loneliness, friendship).
  2. For each theme, write a detailed explanation that includes:
    • A description of how the theme is presented in the novel.
    • Examples of characters or events that illustrate this theme.
    • A reflection on why this theme is significant to the overall message of the story.

Task 3: Setting and Context

Objective: Analyse the significance of the setting in "Of Mice and Men.”

Instructions:

  1. Research the historical and social context of the 1930s in America, particularly the Great Depression.
  2. Write a short essay (300-400 words) discussing how the setting influences the characters' lives and choices in the novel. Consider the following:
    • How the economic conditions affect the characters' dreams and interactions.
    • The role of the ranch setting in shaping the characters' experiences.
    • Any symbolism associated with the setting that enhances the story's themes.

Task 4: Redraft

Objective: To improve on our essay writing

Instructions:

  1. Finish redrafting your essay from our recent assessment
  2. Write a step-by-step guide for others on how they can also improve.

Mr Bruges is available for questions. Come and ask!

Descriptive Writing Revision

LO: to consider how we can improve our descriptive writing

Write down a bulleted list of four of the five senses you would experience, being in this scene ➡️

👂👅🤌👁️👃

  • Literature exam: this Thursday
  • Language exam: this Friday

The assessment criteria

  • Content is complex, engaging and effective. (W1)
  • Structure is secure, well balanced and carefully managed for deliberate effect. (W2)
  • Many well-defined and developed ideas and images create a convincing overall picture with varieties of focus.
  • Precise, well-chosen vocabulary and varied sentence structures, chosen for effect. (W3)
  • Consistent well-chosen register suitable for the context. (W4)
  • Spelling, punctuation and grammar almost always accurate. (W5)

Tip 1: Sensory staring points 🎧

  • Use the senses to portray the scene
  • Consider how these senses change in your description
  • Don't over-do it: no need to list the senses all in one paragraph
👂👁️👃👁️👂
    👅🤌

Tip 2: structure through scope 🔭

  • Start zoomed out or zoomed in, then shift through your paragraphs
  • You can take the perspective of different people or things within a scene

Tip 3: extend your metaphors 📏

  • Pick a point of comparison between your subject and something else, and explore the links
  • Combine with the senses!

The cold came to us like a thief in the night. You didn't notice it at first: it would creep in through the windows, under the doors, sneaking through gaps in the masonry. It would steal away what little warmth you still had. It would slide its icy fingers into pockets and up sleeves, taking and taking, until you realised all the heat you'd been saving had been snatched from you. No matter what defences we put up, it would always find a way to sneak in.

Tip 4: mix-up the sentences 🔀

  • Never start two sentences the same way
  • Alternate between sequences of short and long sentences
  • Single word sentences can be effective, but only when appropriate

Tip 5: avoid the obvious 🫣

  • Force your vocabulary to be stretched by avoiding the obvious words
  • Hot, cold, nice, good, bad, said, thought, saw...

Write three sentences describing this scene, without using any of these words:
mountain tree snow cold sky cloud white blue grey

Also don't use the word... the!

Planning Descriptive 🔍

  • HOW will you scale your description? 🔬 vs 🔭
    • Start zoomed out, describing the whole scene, then zoom in on detail?
    • Or focus on one small element then gradually zoom out?
  • WHAT atmosphere or mood are you trying to achieve? 🎭
    • Is it happy, sad, frightening, gloomy, exhausting etc
  • WHICH senses can you incorporate? 👁️ 👃 👅 👂 🤌

English Mocks - Final Prep

LO: to prepare for the English mock exams tomorrow and Friday

Your first English exam starts in...

Note down THREE revision methods you could use to prepare for the upcoming mocks.

Why do some foolish students think you can't revise for English?

Overview of the Lit Paper

Poetry Section 🎭

  • 30 marks
  • Answer one question
  • You will have the anthology (unannotated)

Of Mice and Men Section 🐁

  • 30 marks
  • Answer one question
  • You will not have the book

These marks have been tweaked slightly for the sake of the mocks. Also, no unseen poetry question is included in the mocks (but there will be for the real thing)

Poetry

  • Complete one comparison question, looking at two poems we've already studied
  • Question will follow the usual structure...

Q1) Re-read the poems Poem 1 and another poem.
Compare how the writers present ideas about [THEME] in the two poems

  • You should make reference to language, form and structure.
  • Support your answer with examples from the poems.

(Total for Question 1 = 30 marks)

Of Mice and Men

  • One question, looking at theme or characters
  • Question will follow the usual structure...

Q1) Explore the theme of [THEME] in the novel

  • You must consider context in your answer

[30 marks]

Q2) How does Steinbeck present the character of [CHARACTER] in the novel

  • You must consider context in your answer

[30 marks]

Both this and the poetry questions are worth the same number of marks, so split your time equally!

Download study booklet 📔

Questions to ask in your planning

How does Steinbeck present the character of Lennie?

  1. What does Steinbeck want us to think about this character?
    • Sympathy, hatred, respect etc
  2. What bigger point does Steinbeck want us to think about America, through this character?
    • "America is seen as a place where people like Lennie..."
  3. Are there specific historical/authorial contextual facts I can link this to?
  4. When does he show us these things?
    • "The scene that most clearly shows this is..."
  5. How do our feelings about the character change?
    • "At the beginning, we think..... however, by the end of the novel...."

Building an answer

How does Steinbeck present the character of Lennie?

Remember to P.E.C.K. 🐦

  • Point - what are you saying about the novel?
  • Evidence - what part of the novel are you linking to?
  • Context - what historical/social/authorial context is relevant?
  • Knowledge - what other bits of the novel could this link with?

Questions to ask in your planning

Compare how the writers present ideas about nature in two poems

  1. What are the connotations and alternative meanings of the theme?
  2. Do the poems present the theme positively or negatively or does the presentation change?
  3. What arguments are the poets making about the theme?
  4. Are the structures (rhythm, rhyme, line-length, enjambement etc) organised and consistent or disjointed and variable?
  5. Are there similar images and metaphors?
  6. What do the writers want the readers to feel by the end of the poem?

Mocks Recap

LO: To think how we can prepare for the real exams, which start in...

Draw and complete this table in your book

EXAM What went well... What I should do better...
Language
Lit: Poetry
Lit: OMam

Language Mock Feedback and Redrafting

LO: To consider how we can improve

What's the best way to plan for a descriptive writing task?
When writing descriptively, I start by...

Your next English exam is in...

2025/05/20 08:00

You will get your exam grade in the report - today we'll only be looking at assessment objective levels

The Assessment Criteria

Content & Structure Style & Accuracy
W1 articulate experience and express what is thought, felt and imagined W4 use register appropriate to context
W2 organise and structure ideas and opinions for deliberate effect W5 make accurate use of spelling, punctuation and grammar
W3 use a range of appropriate vocabulary & sentence structures

Note down the key points for each column

The Questions

  1. Describe an object which is out of place
  2. Describe a location that is usually busy but now deserted
  3. Write a description with the title, 'The Return'
  4. Write a description with the title, 'As far as the eye can see'

With your partner...

  1. Decide which questions was the least popular and which was most
  2. Discuss why
  3. Write down your thoughts in bulletpoints

The Feedback Sheet

  • Split out by levels
  • Take note of where you're missing out on marks

Stick the sheet into your book now
THEN: Write down three personal targets

“Next time, I will...

Some suggested improvements....

To revise my work effectively, proofread for spelling and grammatical errors that may distract from my message.

To incorporate more depth into my descriptions, consider adding sensory details and figurative language that engage the reader's imagination.

To practise varying my sentence structures, aim to use different starters and lengths to maintain reader interest.

To create a more organised piece, ensure you use paragraphs to separate different ideas and enhance readability.

To enhance the overall impact of my writing, evaluate the appropriateness of my metaphors and similes in relation to the tone you wish to convey.

To achieve higher marks, focus on providing a well-rounded conclusion that ties together my descriptions rather than ending abruptly.

Redrafting

  1. Begin by correcting your spelling and grammar mistakes on the exam paper, using a different coloured pen
  2. Then begin redrafting your work, incorporating your feedback and personal goals, writing into your exercise book.

Email your redraft to Mr Bruges in...

2024-12-11 14:00:00

Literature Mock Feedback

Which would be the best poem to be given in the exam? Why?

Write the ideal question for poetry

Looking at Poetry

We can all improve on...

  1. Comparison
  2. Structure
  3. Coherence

EBI 1) Comparative Analysis

  • Ensure that comparisons between the two poems are present in every paragraph.
  • Focus on analysing both poems simultaneously rather than treating them as separate entities.
  • Incorporate a variety of points of comparison, including themes, language, and structure.

Create a comparison chart that lists key themes, language techniques, and structural elements for both poems to help guide your analysis.

EBI 2) Language and Structure Analysis

  • Deepen your analysis of language by considering word connotations and their emotional impact on the reader.
  • Discuss the structural elements of the poems and how they contribute to the overall meaning and themes.
  • Avoid excessive paraphrasing; instead, focus on the effects of the language used.

Choose a key quotation from each poem and write a detailed analysis that includes the connotations of the words and the structural choices made by the poets.

EBI 3) Coherence and Clarity

  • Avoid summarising the poems too extensively; focus on analysis and interpretation instead.
  • Use accurate terminology, such as referring to stanzas instead of paragraphs, to improve clarity.
  • Ensure that each point made is supported by relevant evidence and analysis.

Try reviewing a partner's essay with a focus on coherence and clarity, providing feedback on areas where summarisation could be reduced and analysis improved

Improving OMAM

We all made improvements from the last assessment. But there's one thing we can all do better...

Count how many times you mention Steinbeck (half a point for 'the author')

Points
0 or 1 Oh dear - Lennie could do better
2 to 5 Getting there - you know who wrote the novel
5+ Excellent - you're on your way to being a critic

Identify three sentences you could re-write to include Steinbeck

EBI 1) Don't retell the story

  • Focus on analysis rather than summarising the plot
  • Ensure that all points directly address the question
  • Discuss the significance of characters' actions and experiences, instead of simply recounting them

Review your essay and identify sections where you retell the story. Rewrite those sections to focus on analysis, ensuring each point connects back to the essay question.

EBI 2) Connect to historical context

  • Be specific with historical references

Don't just talk about 'racism', link specifically to Jim Crow and lynching

  • Place the characters within the context
  • Make sure you understand the timeline of events! No slavery, no WW2

Research key historical events relevant to the novel, such as the Great Depression or segregation, and summarise how these events influence the characters and themes. Incorporate these insights into your essay.

EBI 3) Specific evidence, specific language

  • Cite specific moments and actions from the novel, avoid generalisations
  • Use precise vocabulary for themes: capitalism, segregation, microcosm
  • Compare and contrast characters to highlight points

Create a list of 'key passages' and practice writing analysis that connects them to your overall argument.

Redrafting poetry

  1. Begin by correcting your spelling and grammar mistakes on the exam paper, using a different coloured pen
  2. Then begin redrafting your work, incorporating your feedback and personal goals, writing into your exercise book.

Email your redraft to Mr Bruges in...

2024-12-12 14:00:00

Mocks: Literature Revision

LO: To consider how we can prepare for the Literature Paper

Which Poem are you least familiar with? Which is your most familiar? Do they have anything in common?

Write a 5 step guide for reading a new poem for the first time

We will focus on Mock preparations this week, but you must continue working on your coursework!

The Mocks

Literature:

  • Topics:
    • Unseen Poetry
    • Anthology Poetry
    • Prose (Of Mice and Men)

Language

  • Topics:
    • Comprehension and Analysis of sources
    • Transactional writing for a purpose

Literature Paper 1

  • Sections:
    • Unseen Poetry
    • Anthology Poetry
    • Prose (Of Mice and Men)

Map out what skills you need to demonstrate in the Paper.

Key skills are...

Unseen Poetry: starting off

  1. What does the title suggest?
  2. Whose perspective? What tense?
  3. What feeling does the poem leave?
  4. Is it structured, or unstructured?
  5. Use the reflection grid!
Reflection Grid
📝 I think the poem describes...
...		 💭 I think the poem is about...
...
❓ I would ask the poet...
...		 🕰️ This poem reminds me of...
...		 
THE ROAD NOT TAKEN

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

ANTHOLOGY POETRY: Questions to ask in your planning

Compare how the writers present ideas about nature in two poems

  1. What are the connotations and alternative meanings of the theme?
  2. Do the poems present the theme positively or negatively or does the presentation change?
  3. What arguments are the poets making about the theme?
  4. Are the structures (rhythm, rhyme, line-length, enjambement etc) organised and consistent or disjointed and variable?
  5. Are there similar images and metaphors?

Literature Mock Preparation

LO: To consider how we can plan for the OMaM question

Which three moments in the novel are most important for understanding the character of Lennie? Why pick these?

Do the same for George.

Literature Paper 1

  • Sections:
    • Unseen Poetry
    • Anthology Poetry
    • Prose (Of Mice and Men)

Map out what skills you need to demonstrate in the Paper.

Key skills for
Literature include....

OMAM: Questions to ask in your planning

How does Steinbeck present the character of Lennie?

  1. What does Steinbeck want us to think about this character?
    • "I would argue Steinbeck wants use to feel Sympathy, hatred, respect..."
  2. What bigger point does Steinbeck want us to think about America, through this character?
    • "America is seen as a place where people like Lennie..."
  3. Are there specific historical/authorial contextual facts I can link this to?
  4. When does he show us these things?
    • "The scene that most clearly shows this is..."
  5. How do our feelings about the character change?
    • "At the beginning, we think..... however, by the end of the novel...."

Building an answer

How does Steinbeck present the character of Lennie?

Remember to P.E.C.K. 🐦

  • Point - what are you saying about the novel?
  • Evidence - what part of the novel are you linking to?
  • Context - what historical/social/authorial context is relevant?
  • Knowledge - what other bits of the novel could this link with?

In the novel, Steinbeck uses the character of Lennie to elicit pity in the reader, and to demonstrate how unequal the hierarchy of American society is. We can see this clearly in the confrontation between Curley and Lennie. Although Lennie is unwilling to fight, Steinbeck shows how Curley's relative superiority through wealth and connection can pressure a weaker individual like Lennie into acting.
Although Lennie is physically stronger than Curley, Curley's economic power is greater. This mirrors a broader point of how capitalists in American society were superior to workers in the 1930s, particularly as a result of the Great Depression.

Language Mock: Transactional Writing Q3

LO: To consider how we can best approach the final, most valuable question of the paper

What would you expect to hear in this speech? Note down four bulletpoints.

“Hello Repton Al Barsha! I'm Anna. I've just run the entire length of New Zealand. Today, I'm here to tell you how you can achieve amazing things too...”

Imagine this speech is being given in an old peoples' home. How would it be different?

What every Q3 needs to do

Candidates should select ideas from the text and develop them relevantly, supporting what they write with details from the text.
Look for an appropriate register for the genre, and a clear and balanced response which covers the areas of the question, is well sequenced, and is in the candidate’s own words.

Cambridge Mark Scheme

  • All three bullets are covered
  • A good range of ideas is evident, with evidence from the text
  • Frequent supporting detail, contributing to sense of purpose
  • Appropriate voice is used
  • Language is fluent and clear.
  • Range of vocabulary to express ideas
  • The response is mainly well structured and sequenced
  • Spelling, punctuation, grammar accurate

Reading the question

You are Anna. After completing your run successfully, you return to the UK and are asked to give a motivational speech to young people.

Identify the task's...

  • CONTEXT (what's happened):
  • AUDIENCE (who it's for):
  • PURPOSE (why it's being given):