GCSE English Literature (8702)

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Transcript GCSE English Literature (8702)

GCSE English Literature (8702)

For first teaching in 2015 and for first assessment in 2017

Notes version for use in schools and colleges

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 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.

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.

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

Assessment Objective 1

Slide 9 AO1 40% GCSE English Literature Assessment Objective 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 What this means 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 Copyright © AQA and its licensors. All rights reserved.

Assessment Objective 2

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. Slide 10 Copyright © AQA and its licensors. All rights reserved.

Assessment Objective 3

Slide 11 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 Copyright © AQA and its licensors. All rights reserved.

Assessment Objective 4

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. Slide 12 Copyright © AQA and its licensors. All rights reserved.

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.” Slide 13 Copyright © AQA and its licensors. All rights reserved.

Structure of Question Paper 1

• 1 hour 45 minutes.

• 40% of total marks.

• 2 sections.

• Shakespeare and 19 th -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.

• A ligns 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.

Shakespeare

aqa.org.uk

Paper 1 Section A: Shakespeare sample question

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.

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.

Paper 1 Section A: Shakespeare sample question

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.

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

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.

Paper 1 Section A: Shakespeare sample question

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.

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

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

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.

Paper 1 Section A: Shakespeare sample question

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.

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

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

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.

Slide 23

Rationale for Paper 1 Section B: 19

century novel

• 19 th 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.

19 century novels

aqa.org.uk

Paper 1 Section B: 19

century novel sample question

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.

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.

Paper 1 Section B: 19

century novel sample question

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.

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

Paper 1 Section B: 19

century novel sample question

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.

Focus on Dickens 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 societal elements.

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.

Paper 1 Section B: 19

century novel sample question

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.

Focus on Dickens 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 societal elements .

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.

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

Slide 29

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.

Modern prose

aqa.org.uk

Modern drama

aqa.org.uk

Paper 2 Section A: Modern prose/drama sample question

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

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.

Paper 2 Section A: Modern prose/drama sample question

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

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

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.

Paper 2 Section A: Modern prose/drama sample question

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

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

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.

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

Paper 2 Section A: Modern prose/drama sample question

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

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

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.

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.

Slide 40

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 Percy Bysshe Shelley Robert Browning Elizabeth Barrett Browning When We Two Parted Love’s Philosophy Porphyria’s Lover Sonnet XXIV - I Think of thee Thomas Hardy Neutral Tones Maura Dooley Letters from Yorkshire Charlotte Mew The Farmer’s Bride C Day Lewis Walking Away Charles Causley Seamus Heaney Simon Armitage Carol Ann Duffy Owen Sheers Daljit Nagra Andrew Waterhouse Eden Rock Follower Mother, any distance Before You Were Mine Winter Swans Singh Song!

Slide 44

Studied poetry clusters

Conflict and power

Shelley Blake Wordsworth Robert Browning Alfred Lord Tennyson Wilfred Owen Seamus Heaney Ted Hughes Simon Armitage Jane Weir Carol Ann Duffy Imtiaz Dharker Carol Rumens Beatrice Garland John Agard Ozymandias London The Prelude: stealing the boat My Last Duchess The Charge of the Light Brigade Exposure Storm on the Island Bayonet Charge Remains Poppies War Photographer Tissue The Émigrée Kamikaze Checking Out Me History Copyright © AQA and its licensors. All rights reserved.

Slide 45

Paper 2 Section B: studied poetry sample question

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

Compare

one

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

Paper 2 Section B: studied poetry sample question

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

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

Compare

one

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

Paper 2 Section B: studied poetry sample question

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

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.

Compare

one

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

Paper 2 Section B: studied poetry sample question

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

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.

Compare

one

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

in ‘ Ozymandias ’ and in Slide 49 This asks candidates to think about contextual elements (AO3).

Paper 2 Section B: studied poetry sample question

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

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.

Compare

one

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

in ‘ Ozymandias ’ and in Slide 50 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.

Paper 2 Section C: unseen poetry sample question

Focus on single poem.

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

Paper 2 Section C: unseen poetry sample question

Focus on single poem .

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

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

Paper 2 Section C: unseen poetry sample question

Question outlines focus for comparison.

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 these feelings?

between the ways the ways the poets present [8 marks] Further scaffolding to support comparison.

Focus on methods to highlight AO2.

Slide 56

Resources and support from AQA

• • • • •

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 360 ° SUPPORT

Enhanced Results Analysis Teacher support feedback meetings Examiner reports Candidate exemplars with examiner commentary

Assess: preparing for exams

• • • Specimen question papers and mark schemes Additional sample questions 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 Slide 61 Copyright © AQA and its licensors. All rights reserved.

GCSE Literature resources

• • • • • • • • • Commentary and student responses.

Free printed anthologies for poetry and short stories.

Expanded and evolved Digital Anthology.

Comprehensive 19 th century scheme of work for Key Stage 3.

Study guides for 19 th 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. Copyright © AQA and its licensors. All rights reserved.

Slide 63

Contact points for more information and guidance

• Customer Support Managers [email protected]

0161 953 7504 • Teacher Support and CPD Managers [email protected]

0161 957 3646 • AQA website: aqa.org.uk

GCSE English Literature (8702)

Transcript GCSE English Literature (8702)

GCSE English Literature (8702)

Notes version for use in schools and colleges

Structure of the presentation

Overview of the new specification

Paper 1

Break Paper 2

Support and resources

Objectives

Context

Underlying principles

Underlying principles

English Literature Specification

English Literature Specification

Assessment Objective 1

Assessment Objective 2

Assessment Objective 3

Assessment Objective 4

Comparison

Structure of Question Paper 1

Assessment objectives for Paper 1

Rationale for Paper 1 Section A: Shakespeare

Shakespeare

Paper 1 Section A: Shakespeare sample question

Paper 1 Section A: Shakespeare sample question

Paper 1 Section A: Shakespeare sample question

Paper 1 Section A: Shakespeare sample question

Rationale for Paper 1 Section B: 19

century novel

19

century novels

Paper 1 Section B: 19

century novel sample question

Paper 1 Section B: 19

century novel sample question

Paper 1 Section B: 19

century novel sample question

Paper 1 Section B: 19

century novel sample question

Structure of Question Paper 2

Assessment objectives for Paper 2 Section A

Rationale for Paper 2 Section A: Modern prose or drama

Modern prose

Modern drama

Paper 2 Section A: Modern prose/drama sample question

Paper 2 Section A: Modern prose/drama sample question

Paper 2 Section A: Modern prose/drama sample question

Paper 2 Section A: Modern prose/drama sample question

Rationale for Paper 2 Section B: Studied poetry cluster

Assessment objectives for Paper 2 Section B

Studied poetry clusters

Studied poetry clusters

Paper 2 Section B: studied poetry sample question

one

Paper 2 Section B: studied poetry sample question

one

Paper 2 Section B: studied poetry sample question

one

Paper 2 Section B: studied poetry sample question

one

Paper 2 Section B: studied poetry sample question

Rationale for Paper 2 Section C: Unseen texts

Assessment objectives for Paper 2 Section C

Paper 2 Section C: unseen poetry sample question

Paper 2 Section C: unseen poetry sample question

Paper 2 Section C: unseen poetry sample question

Resources and support from AQA

GCSE Literature resources

AQA resources

Contact points for more information and guidance

Thank you

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