GCSE English Literature (8702) For first teaching in 2015 and for first assessment in 2017 Notes version for use in schools and colleges Copyright © AQA

Copyright © AQA and its licensors. All rights reserved.

GCSE English Literature (8702)For first teaching in 2015 and for first assessment in 2017

Notes version for use in schools and colleges

Slide 1 Follow us on Twitter @AQACPD.

Structure of the presentation

Overview of the new specification

• Underlying principles and key features• Specification at a glance• Summary of content and assessment objectives

Paper 1

• Content and question types

Break

Paper 2

• Content and question types

Support and resources

Slide 2 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

Objectives

• To understand the key elements of the specification structure, teaching content and assessment.

• To start thinking about the implications for teaching and learning.

• To enable you to ask any questions about the specification.

• To review the resources and support available from AQA.

Slide 3 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

Context

• Developed by an experienced team of teachers and examiners.

• Reviewed by a subject panel of stakeholders and subject experts.

• Piloted in a range of schools to ensure effective, robust and engaging question strategies.

• Fulfils all new National Curriculum requirements and complements all other qualifications in this suite: for example, GCSE English Language.

• The new specification is for teaching from September 2015 with first assessment in summer 2017.

Slide 4 Copyright © AQA and its licensors. All rights reserved.

Underlying principles


Underlying principles

• Literature should be an accessible and enabling subject for every student.

• Assessing all texts in a fair and transparent way.

• Making use of a range of assessment strategies so that ‘closed book’ and un-tiered aspects of the new regulations are not barriers to learning.


English Literature Specification

Copyright © AQA and its licensors. All rights reserved.Slide 7

English Literature Specification


Assessment Objective 1


GCSE English Literature Assessment Objective

What this means

AO1 40%

Read, understand and respond to texts Students should be able to:

maintain a critical style and develop an informed personal response

use textual

references, including quotations, to support and illustrate interpretations

This AO focuses on two areas of ‘response’: The student’s response to the text – the extent to which they understand the text and its meaning(s) to them as reader The student’s response to the task – the extent to which they produce a coherent response, supported with references to the text



AO2 40%

Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

This AO focuses on writer’s craft: how the writer has communicated meanings to the reader. Ideally students will use subject terminology as a ‘shorthand’ to scaffold their analysis of craft.



AO3 15%

Show understanding of the relationships between texts and the contexts in which they were written

AO3 is the understanding of the relationship between the ideas in the text and the contexts of the text, such as:

the context in which the text was written

the context within which the text is set (location / social structures and features / cultural contexts / periods in time)

literary contexts such as genres

the contexts in which texts are engaged with by different audiences



AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

This AO focuses on the student’s use of SPaG to communicate ideas to the reader.

Comparison


“In each specification as a whole, 20-25% of the marks should require candidates to show the abilities described in AO1, AO2 and AO3 through tasks which require them to make comparisons across texts.”

Structure of Question Paper 1

• 1 hour 45 minutes.

• 40% of total marks.

• 2 sections.

• Shakespeare and 19th-century novel.

• Same question approach for both texts - extract and reference to whole text.


Assessment objectives for Paper 1


Each question assesses AO1, AO2 and AO3:

• 12 marks available for AO1• 12 marks available for AO2• 6 marks available for AO3• 4 marks available for AO4 (Shakespeare only).

Rationale for Paper 1 Section A: Shakespeare

• Shakespeare as a literary text with assessments of character, theme, imagery, language and structure.

• Aligns with assessment of Shakespeare at “A” level and as a distinct discipline in higher education.

• Recognition of the power and scope of texts as drama and their ability to move and entertain modern audiences.

• Questions focus on extract and text as a whole – to be both accessible and enabling for all abilities.


aqa.org.uk

ShakespeareGCSE English Literature set texts from 2015


http://www.amazon.co.uk/gp/reader/B00D996ZAS/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B00BDXPB0M/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B006LMPKX8/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B00A73FKO6/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B004G08QZG/ref=sib_dp_kd#reader-link

Paper 1 Section A: Shakespeare sample question

Starting with this speech, explain how far you think Shakespeare presents Lady Macbeth as a powerful woman.

Write about:

• how Shakespeare presents Lady Macbeth in this speech • how Shakespeare presents Lady Macbeth in the play as a whole.


Focus on the printed extract enables candidates to address AO1 and AO2 with close reference to text, before widening the scope of their response to the play as a whole.



Write about:




Addressing AO1 by asking for a ‘response’ to an idea, or statement, about an aspect of the play.



Write about:





Focus on Shakespeare as writer in order to remind candidates to think about the text as a conscious construct and thereby address AO2.



Write about:





Focus on Shakespeare as writer in order to remind candidates to think about the text as a conscious construct and thereby address AO2.

This asks students to think about contextual elements (AO3): in this case the idea of ‘power’ as well as ideas about women within this context.

Rationale for Paper 1 Section B: 19th century novel

• 19th century novels are a real opportunity to extend students’ experience of reading.

• They have some of the strongest story-lines and narrative structures of any novel.

• They often introduce modern readers to themes and concepts that are just as relevant today as when they were written.

• To provide a degree of familiarity and transparency – Questions again focus on extract and text as a whole.


aqa.org.uk

19th century novelsGCSE English Literature set texts from 2015


http://www.amazon.co.uk/gp/reader/B00I060BTQ/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B00CWCCP8Y/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B0084BMUFA/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B006LMNF30/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B00I0621VC/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B00I424S6S/ref=sib_dp_kd#reader-link

Starting with this extract, how does Dickens present Scrooge as an outsider to society? Write about: • how Dickens presents Scrooge in this extract• how Dickens presents Scrooge as an outsider to society in the novel as a

whole.


Focus on the printed extract enables candidates to address AO1 and AO2 with close reference to text, before widening the scope of their response to the novel as a whole.

Paper 1 Section B: 19th century novel sample question


whole.



Focus on Dickens as writer in order to remind candidates to think about the text as a conscious construct and thereby address AO2.



whole.




This asks students to think about contextual elements (AO3): in this case societal elements.



whole.




This asks students to think about contextual elements (AO3): in this case societal elements.


Instruction to look at the bullets, which reiterate and remind students to focus on both the extract and the novel as a whole.

Structure of Question Paper 2

• 2 hour 15 minutes.

• 60% of total marks.

• 3 sections.

• Modern prose or drama, poetry and unseen texts.

• Assesses comparison.


Assessment objectives for Paper 2 Section A


Each question assesses AO1, AO2, AO3 and AO4:

• 12 marks available for AO1• 12 marks available for AO2• 6 marks available for AO3• 4 marks available for AO4.

Rationale for Paper 2 Section A: Modern prose or drama

• A wide choice of modern prose or drama texts so that centres can study what works best for their students.

• Opportunity to select a contemporary text that will engage and inspire today’s young readers.

• Essay-style question as a way of varying assessment and stimulating an extended response.

• Choice of questions so that there will always be something that every student can write about.

• Choice of free AQA short story anthology.


aqa.org.uk

Modern proseGCSE English Literature set texts from 2015


http://www.amazon.co.uk/gp/reader/B004LB4FAA/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B007KOHV2Y/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B002RI9ZX6/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B009JWCOWM/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B002RI9ENW/ref=sib_dp_kd#reader-link

aqa.org.uk

Modern dramaGCSE English Literature set texts from 2015


http://www.amazon.co.uk/gp/reader/B002RI9O6O/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B00D1Z52FE/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B008FL7K4U/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B00BGPKCO2/ref=sib_dp_kd#reader-link

http://www.amazon.co.uk/gp/reader/B002RI9ZTK/ref=sib_dp_kd#reader-link

How does Priestley explore responsibility in An Inspector Calls?

Write about:

• the ideas about responsibility in An Inspector Calls• how Priestley presents these ideas by the ways he writes.


Focus on writer in order to remind candidates to think about the text as a conscious construct and thereby address AO2.

Paper 2 Section A: Modern prose/drama sample question


Write about:




Addresses AO3 by focusing on the key social ideas in the play.



Write about:





The task as a whole assesses AO1 in terms of candidates presenting a considered ‘response’ to the task and the text.



Write about:





The task as a whole assesses AO1 in terms of candidates presenting a considered ‘response’ to the task and the text.


Bullets provide scaffold and a reminder of the focus of the question.

Rationale for Paper 2 Section B: Studied poetry cluster

• Named poem printed on the exam paper.

• Students can choose second poem for comparison.

• Engaging and themed poetry clusters.

• A range of poets from across time.


Assessment objectives for Paper 2 Section B


Each question assesses AO1, AO2 and AO3:

• 12 marks available for AO1• 12 marks available for AO2• 6 marks available for AO3.

Studied poetry clusters

Choice of two clusters, each consisting of 15 poems each:

Love and relationships

Lord Byron When We Two PartedPercy Bysshe Shelley Love’s PhilosophyRobert Browning Porphyria’s LoverElizabeth Barrett Browning Sonnet XXIV - I Think of theeThomas Hardy Neutral TonesMaura Dooley Letters from YorkshireCharlotte Mew The Farmer’s BrideC Day Lewis Walking AwayCharles Causley Eden RockSeamus Heaney FollowerSimon Armitage Mother, any distanceCarol Ann Duffy Before You Were MineOwen Sheers Winter SwansDaljit Nagra Singh Song!Andrew Waterhouse Climbing My Grandfather


Studied poetry clusters

Conflict and power

Shelley OzymandiasBlake LondonWordsworth The Prelude: stealing the boatRobert Browning My Last DuchessAlfred Lord Tennyson The Charge of the Light BrigadeWilfred Owen ExposureSeamus Heaney Storm on the IslandTed Hughes Bayonet ChargeSimon Armitage RemainsJane Weir PoppiesCarol Ann Duffy War PhotographerImtiaz Dharker TissueCarol Rumens The ÉmigréeBeatrice Garland KamikazeJohn Agard Checking Out Me History


Compare the ways poets present ideas about power in ‘Ozymandias’ and in one other poem from ‘Power and conflict’.


Key command word used to remind candidates that they are forming a comparative response to two poems (AO1).

Paper 2 Section B: studied poetry sample question




Focus on writer in order to remind candidates to think about the texts as a conscious construct and thereby address AO2.







Candidate directed to a named poem, printed on the paper.






This asks candidates to think about contextual elements (AO3).







This asks candidates to think about contextual elements (AO3).


Candidates have free choice about which poem to choose from their cluster.

Rationale for Paper 2 Section C: Unseen texts

• A two part question to structure response.

• Students initially respond to first unseen poem – 24 marks.

• AO1 and AO2 assessed equally.

• Students then compare first poem with second poem - 8 marks as final part of question.


Assessment objectives for Paper 2 Section C


27.1 (one poem) assesses AO1 and AO2:

• 12 marks available for AO1• 12 marks available for AO2.

27.2 (comparison of two poems) assesses AO2 only:

• 8 marks available for AO2.

27.1

In ‘To a Daughter Leaving Home’, how does the poet present the speaker’s feelings about her daughter?

[24 marks]


Focus on single poem.

Paper 2 Section C: unseen poetry sample question

27.1

In ‘To a Daughter Leaving Home’, how does the poet present the speaker’s feelings about her daughter?

[24 marks]


Focus on single poem.



27.2

In both ‘Poem for My Sister’ and ‘To a Daughter Leaving Home’ the speakers describe feelings about watching someone they love grow up. What are the similarities and/or differences between the ways the ways the poets present these feelings?

[8 marks]


Question outlines focus for comparison.


Further scaffolding to support comparison.

Focus on methods to highlight AO2.

Resources and support from AQA

360° SUPPORT

Choosing the right qualification• Draft specification• Draft question papers and mark schemes• Specification at a glance• Summary of changes• Documents to help you compare exam

boards’ specifications

Results: reviewing and planning for improvement• Enhanced Results Analysis• Teacher support feedback

meetings• Examiner reports• Candidate exemplars with

examiner commentary

Planning your course• Teacher support launch

events• Teacher support preparing

to teach events• Schemes of work • Guidance on teaching

GCSE English Literature

Teaching your students

• Resources linked to topics in the specification and throughout the teaching year (plan, teach, assess, results)

• Command words used in exams• Publisher textbooks and digital resources• Direct access to subject teams

Assess: preparing for exams• Specimen question papers and

mark schemes• Additional sample questions• Candidate exemplars with

examiner commentary


GCSE Literature resources

• Commentary and student responses.• Free printed anthologies for poetry and short

stories.• Expanded and evolved Digital Anthology.• Comprehensive 19th century scheme of work

for Key Stage 3.• Study guides for 19th century set texts.• Additional sample questions.• Support with course planning.• Network of subject advocates.• Best practice schools.


AQA resources

Include:

• AQA website

• e-AQA

• secure key materials

• ERA (Enhanced Results Analysis)

• training courses

• preparing to teach events

• publishers

• AQA family of businesses.


Contact points for more information and guidance

• Customer Support [email protected] 953 7504

• Teacher Support and CPD [email protected] 957 3646

• AQA website: aqa.org.uk



Thank you

Follow us on Twitter @AQACPD.