GCSE English

Brief summary of the syllabus:

All pupils will follow a course leading to the Edexcel GCSE in English, and the majority of pupils will also take a GCSE in English Literature. In English, pupils will follow a course which includes analysis of Modern Poetry, Media, Authors from different Cultures, Personal and Imaginative Writing, and Shakespeare. Those who also study literature will additionally study Pre-1914 Prose and Poetry as well as Modern Drama and Prose. Set Eight will follow the English course only.

The examination board supply a collection of pre-released material in a booklet, which will be studied over the duration of the course.

The English GCSE grade comprises 60% examination, 20% written coursework and 20% speaking and listening coursework.

In English Literature the final grade is 70% examination and 30% written coursework.

What skills/attributes are being developed and examined?

• Understanding of the spoken word and the capacity to participate in a variety of speaking and listening activities
• An ability to understand and respond sensitively to all types of text, appreciating themes and attitudes and the way in which writers achieve their effects, considering different approaches to texts and alternative interpretations
• The ability to construct and convey meaning in written language, matching style to audience and purpose
• A desire to develop the skills necessary for further literary study
• Awareness of the social, historical and cultural contexts and influences in the study of texts

Pupils will be expected to demonstrate a range of skills necessary for success in the world we live in. They include the ability to inform, explain, describe; to argue, persuade and advise; to analyse review and comment; and to explore, imagine and entertain.

What can parents expect to see in classwork generally and in homework specifically?

The first part of Year 10 will be used for the initial drafting and redrafting of coursework. Pupils will be asked to read and annotate whole texts or selected passages in texts, will be set short essays and will then complete a piece of coursework. Other typical tasks will include answering short questions on a selected text or writing a speech for a class presentation. From the Spring Term, pupils will concentrate on poetry, both pre-1914 and modern. At the end of Year 10 pupils will look in more detail at the media aspect of the course, including analysis of newspapers, leaflets, internet articles and advertisements

In Year 11 pupils studying English Literature will study individual texts in more detail, particularly the modern prose and modern drama sections of the course, while all pupils will focus on examination practice through a series of timed essays.

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What can parents do to help in this subject at this stage?

• Discuss the brief outline of an assignment with your son. Even if this is not an area of work with which the parent is familiar, the pupil should be able to explain coherently what he is trying to achieve, how he intends to do so and in what timescale. There is enormous value in this as the job of explaining your work clearly requires it to be organised and reorganised in the mind.
• Keep a watchful eye out for articles in newspapers, magazines and television programmes which may be relevant.
• Discuss the detailed action plan with your son so that he is fully aware of what he needs to do at each stage. Ensure that he is keeping up to this schedule by reviewing his progress in some detail. Where has he got to on his plan and what does he intend to do next?
• Read the draft document. Does it make sense? Is it coherent in its structure and argument? Has it covered the main issues effectively? Is there evidence to support each issue? Does it appear to answer the question? Parents are not to rewrite coursework but they may help with general guidance.

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Setting and Course Schedule:

In Year 10 pupils will be placed into eight sets based on tests completed in Year 9.

Re-assessment of sets will occur at Christmas of Year 10 and, for some individuals, at the end of the academic year. Setting is based on test scores and performance in coursework. Boys will have to consolidate their position during Year 11. The majority of pupils will sit the higher tier papers at all levels, allowing them to achieve grades A*-D. Where it is obvious that a student would struggle to attain these grades, they will be entered for the foundation tier, where they can attain grades C-G. A decision on a pupil's ability to sit the GCSE in English Literature will be made at Christmas of Year 10, based on their Key Stage 3 result and their progress in the first term of GCSE English.

Coursework will be completed in Year 10 for the three components of the English course: Shakespeare, personal and imaginative writing, and media. Those studying English Literature will also complete two additional pieces on Pre-1914 prose and pre-1914 poetry.

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Final Examination:

ENGLISH

Paper 2/4: The craft of the writer (Pre-released Material)
Two hours, three questions (30% of total English mark)

• Question 1 Modern poetry from anthology
• Question 2 Different cultures from anthology
• Question 3 Writing task to inform/explain/describe

Paper 3/5: Non-fiction (unseen)
Two hours, three questions (30% of total English mark)

• Question 1 Unprepared non-fiction
• Question 2 Writing task to argue/persuade/advise
• Question 3 Writing to analyse, review, comment

ENGLISH LITERATURE

PAPER 2/3: English Literature
Two hours 15 mins (70% of English Literature total)

Three questions to be answered, one from two in each section.

• Section A: Modern poetry on a theme (anthology)
• Section B: Modern prose
• Section C: Modern drama

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Tests:

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Revision:

Revision will be guided by class teachers in relation to each half-term test.

Pupil Target Setting:

Feedback from tests and examinations includes highlighting of the particular areas of the curriculum which have been tested, from which a boy can determine for himself those areas in which he is confident and those in which he is weak. Pupils are then encouraged to formulate action plans which concentrate upon improving the weaker areas.

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UPPER BAND GRADE DESCRIPTOR:

Candidates respond critically, sensitively and originally to a range of texts. They make subtle and discriminating connections and comparisons between texts, where appropriate. They select forms appropriately and convey their ideas coherently and with flair.

Candidates' work will need to address some of the following areas:

• showing sophisticated appreciation of relevant literary traditions in drama texts
• showing sophisticated appreciation of the social, historical and cultural contexts of such texts
• showing sophisticated appreciation of character and plot

• showing sophisticated appreciation of relevant literary traditions in prose texts
• showing sophisticated appreciation of the social, historical and cultural contexts of such texts
• exploring relationships and comparisons between prose texts with a high degree of skill

• showing sophisticated appreciation of relevant literary traditions in poetry texts
• showing sophisticated appreciation of the social, historical and cultural contexts of such texts
• exploring relationships and comparisons between poems with a high degree of skill
• considering different approaches to poems and alternative interpretations showing originality of analysis

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Progression beyond GCSE:

Those pupils wishing to continue beyond GCSE English to study A/S and A2 English Literature must show that they have developed a range of skills which include an ability to analyse a text sensitively and in detail. They must also show in their initial coursework drafts, the Year 10 Christmas examination, and in all subsequent essays, a level of understanding at the highest level. The essential skills for entry to the Sixth Form English Literature course are:

Reading Ability

• understanding of the ways in which form, structure and word choices shape meaning
• understanding of the significance of genre and of historical and literary context
• ability to make meaningful inter-textual connections
• ability to make informed judgements

Essay-writing ability

• consistent and effective use of basics (spelling, punctuation, grammar)
• breadth of vocabulary, especially of literary terminology and related lexis
• fluency of expression and appropriate choices of register
• ability to form a structured argument purposely focused on an essay question
• ability to deploy textual evidence in support of an argument

Motivation

• involvement in class discussion
• responding positively and effectively to advice
• willingness to read around the subject on own initiative

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