This page includes information for Saint Maur, IGCSE and IB English exams.

Grade 9 Assessment

Semester One


This rubric can be used for both assessments.

Assessment #1. Written Commentary (25%)

The outline of what you have to do is here. It includes a link to an example essay.

Assessment #2. Commentary #2 (25%)

This follows a very similar format to the first commentary, only this time you have complete freedom over which text to analyse. You could, if you wanted to, compose an original poem for this assessment and write a commentary of your own work.

You can read more about it here.

 Grade 12 Assessment

Semester One

You can see the assessments for semester one here on the assessment programme.

Assessment #1: Commentary (Due September 15th)

Students are to write an analysis of a selected text (or range of texts). The analysis should comment on the relationship/s between the language, meaning and cultural context/s of the text/s. The choices of topics and texts are wide open. It’s advisable that students select an area that they have some existing knowledge or interest in.

Here is the assessment outline, with rubric and example.

Assessment #2: Further Oral Activity (Due October 26th)

The Further Oral Activity (FOA) is a spoken activity. It can be done individually or a group and should be an exploration about the relationship/s between language, meaning and culture.

Here is an assessment outline, with rubric.

Assessment #3: Written Task and Rationale (Due 16th November)

Here’s the information for your written task #2. this is a difficult task to do well, so please get lots of feedback and start early!

Assessment #4: Research and Analysis (Due 8th December)

Info coming soon: If this is not updated by November 15th please let me know. 

Semester Two

Assessment #1: Analysis Essay (take home)

Students will be assigned a task similar to that required in Paper Two of the exam. They will be able to practice their writing and analytical skills without the pressures of time (to an extent).

Assessment #2: Written Task (The Great Gatsby or Persepolis)

Students will complete their final written task for  the course. They will be able to choose from which novel they extract their ideas to create their work.

Assessment #3: Research Project and Presentation

Much like in the first semester, students will choose a relevant contextual aspect of The Great Gatsby to research further. They will then present how their research has developed their understanding of the novel.

Assessment #4: Essay (in-class)

This will be the final assessment of the year in preparation for the exams. This assessment will follow the same requirements as Paper Two of the exam.

Grade 10 Assessment (From 2015-16)

Semester One


There are two assessments for this unit. You can read more about them here. Both assessments will use the same rubric.


There are two assessments for this unit. In one, you are to write a commentary on a text of your choice. You can read an outline of the task, the rubric and an annotated example here.

In the second assessment, you are to create your own text type that explores a global issue. You can read more about it here.

Semester Two Assessments 


Assessment #1: Adaptation or Review of Macbeth. Due February 12th. 

You have the choice of creating your own adaptation, or writing a film review of someone else’s adaptation. Read the instructions for both before you decide which task you will choose to show your knowledge and understanding of Macbeth. 

You find all the instructions for the adaptation task here and the rubric here. I’ve also written an example of a re-written scene adaptation from Romeo and Juliet, that you can read here.

The film review outline is here and the rubric is here. Here’s an example of a film review written about Baz Luhrmann’s adaptation of Romeo and Juliet. 

Please make sure you print and staple a copy of the rubric to the back of your completed work when you submit it.

Assessment #2: Literary Essay – final draft due Wednesday March 9th 

Being able to use and apply your knowledge in an answer to a question is an important critical thinking and communication skill, and one we will be developing as part of our study of Macbeth. 

Your are to select from one the questions provided (note: these will be shared with you on Thursday, March 3rd during Period 6’s lesson in the Mac Lab). You will be required to select one question to answer and write a 800 – 1,200 word essay answering that question. You can see a list of the questions and other details on this outline of the task. Here’s the rubric and here you can find an example analytical essay.


Assessment #1: Oral Presentation – due April 19th, Period 4

In this task you get to explore the areas of the novel that are of most interest to you and then present your analysis to the class in a format of your choice. You can read more in the outline and don’t forget to read the rubric carefully.

Assessment #2: Image Creation – due May 13th 

You are going to convey important ideas from the novel through the production of a visual image. You can read more on the outline and don’t forget to read the rubric.

Grade 11 Assessment (from 2015-16)

 Literature Critical Study 

Assessment #1: Poetry Presentation – February 29th.

Check out this document for all the information you should need to know for the first assessment, and don’t forget to read and print out the rubric to submit when you are due to present.

Assessment #2: Written Task – April 26th, 4:30pm (Final Draft)

Here’s an explanation of the written task (with link to rubric).

Assessment #3: IOC – May 06th

More coming soon.

Assessment #4: Essay (May 24th)

More coming soon.

Final Exam (TBA)

More coming soon.


Internal Assessment

  • Further Oral Activities (FOA): Your best mark from either FOAs is submitted (15%)
  • Individual Oral Activity (IOC): 15% (Completed in Grade 11)

External Assessment

  • Written Tasks: You choose your best written task to be submitted (20%)
  • Paper 1: You write an analytical commentary on an unseen non-literary text (25%)
  • Paper 2: You write an essay based on The Great Gatsby and Persepolis (25%)

IB Internal Assessments

Further Oral Activities

These are 8 – 12 minute presentations that explore aspects of language that you have been investigating. Here is an outline and rubric from the FOA for Language and Mass Communication.

Written Tasks

These are 800 – 1,000 word texts in any type of your choice. Throughout the course you will complete three of these (one in Grade 11 and two in Grade 12). You are to select your best of the three for submission for external marking by the IB.

IB External Assessments*


Students are given an extract of a work of fiction (or a whole poem) and have 20 minutes to prepare a 10 minute spoken analysis of that text. This is followed by 5 mins Q&A. This is completed in May of the Grade 11 year of the course.

Paper 1 – 90 mins (SL)

This exam assesses the learning from the “Language” side of the course. Students are given two texts and they are to choose one to write a commentary on. They are assessed on their writing, structure, understanding of the use and effects of language and their ability to use evidence to support their answers.

Paper 2 – 90 mins (SL)

This exam assess the “Literature” side of the course. There are six questions to choose from. Students must choose one of these questions and write a full essay that answers the question.

*for copyright reasons past papers cannot be published here. However, they are available if requested from me directly.


For those of you who have chosen to take the IGCSE Exams, you will find everything you need to know in these files on googledrive.

This includes outlines of the requirements for the exam, instructions, example questions, example answers, rubrics and practice papers to complete.

You are welcome to write as many practice papers as you like and get feedback from me for them.

By far the best (and really the only) way to prepare for these exams is to read these outlines, explanations and example answers and then have a practice for yourself and get feedback. The more practice you do and feedback you get, the better prepared you’ll be!