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English

Curriculum Leader: Ms S Backhouse

 

TEACHING FROM 2010

English Language GCSE:

Controlled Assessment: 60%
Exam: 40%
GCSE Controlled Assessment:
Speaking and Listening (20%)
Extended Reading - Of Mice and Men (15%)
Creative Writing (15%)
Spoken Language Study (10%)

GCSE Exam Work:
Understanding and Producing Non-Fiction Texts:
Section A – Reading (1 hour)
Section B – Writing (1 hour)

English Literature GCSE:

Controlled Assessment: 25%
Exam: 75%
GCSE Controlled Assessment (25%):
The Significance of Shakespeare and the English Literary Heritage – Romeo and Juliet

GCSE Exam Work:
Paper 1 - 1 hour 30 minutes (40%):
Section A: Modern Drama – An Inspector Calls
Section B: Exploring Cultures – Of Mice and Men

Paper 2 - 1 hour 15 minutes (35%):
Section A: Poetry cluster from the anthology
Section B: Responding to an unseen poem

English AS-Level:

Unit 1: Language Today
In this unit students will focus on varieties of contemporary language. Students will explore how language choices reflect the identity of the user and how language use varies in context. They will investigate texts (spoken, written and electronic) and consider the influence of mode, tenor, field and function.

Examination Paper:
Section A: Questions will be short and based on small quantities of data.
In this section, students:

Use key constituents to identify features from texts of a particular genre.

Analyse the data by considering contextual factors relating to the mode of the texts and the identity of the speaker/writer and their relationship with the audience.

Use the knowledge gained to situate a text within its context, comparing and contrasting its features with those identified in the stimulus data.

Section B: A longer answer based on additional data.
In this section, students:

Consider how the speakers/writers present themselves to their audiences

Investigate what effect this has on their real or constructed identity (the ability of most speakers and writers to project a persona).

Unit 2 Exploring the Writing Process
In this unit students will demonstrate their skills as writers. They will explore the techniques of a variety of genres in order to produce effective texts for specific genres, audiences and purposes. They will reflect upon their work in accompanying commentaries which explain the techniques used to convey the desired effects. The commentaries should be of no more than 500 words for each piece.

Coursework folder: 2000–2500 WORDS MAXIMUM, excluding commentaries
Students must complete two tasks.
(It is expected that Task 1 will have a higher word count allocation than Task 2. For example, it would be appropriate for Task 1 to be in the range of 1000–1500 words and Task 2 to be in the range of 500–1000 words.)

Task 1 Text for a reading audience

JOURNALISM INTERVIEW
Conduct an interview with a local person (not someone famous), and discuss in detail an interesting aspect of their life and then write up the interview in the form of a feature article for a magazine/ newspaper, shaping the words spoken to present the interviewee in a particular way.

Task 2 Text for a listening audience

DRAMATIC MONOLOGUE
For this task, you will study a range of dramatic monologues, and note the ways the writers have created the voice of a particular character: gender, age, region, etc. Then, you will write a monologue of your own, creating a distinctive character and putting them in an emotive situation.

A-Level:
Unit 3 Language Diversity and Children’s Language Development
Examination Paper:
Students will answer one question from Section A and one question from Section B.
Section A
Language diversity over time and in global contexts:
The English language in the 21st century.
The origins of English — the roots of English and its development as a national language.
The cultural, social, political and technological influences that have changed English over time.
The role of English in the world today.
The development of English as an international language.
English as a second language.

Section B
The development of children’s spoken and written language.

Spoken Language
The beginnings of speech — the earliest vocabularies.
Words and meaning — how children understand the meanings of words & how children understand the structure of words and extend their vocabulary.
Sounds — the acquisition of the sound system.
The beginnings of syntax — how children start to form larger structures.
Conversation — the way children talk to adults and the way adults talk to children.

Written language
Early forms of writing — ‘emergent’ writing: drawing, scribbling, letter-like forms, random letters.
From speech to writing — the use of drawing, gesture and writing to create meaning.
Sound and symbol — the link between letters, sounds and early spelling.
Early writing — words and sentences.
Further skills — the development of narrative and descriptive skills.

Unit 4 Investigation and Presentation
Students will identify an aspect of language suitable for a research investigation and firstly will demonstrate that they can explain the concepts that underlie their investigation to an informed but non-specialist audience. Secondly, students will decide on the focus of their investigation, collect data, analyse it and draw relevant conclusions relating to the focus of the investigation.

Coursework folder:
2500-3000 WORDS MAXIMUM
TASK 1: 600–750 words
24 MARKS
TASK 2: 2000–2250 words
56 MARKS
TOTAL: 80 MARKS

TASK 1
Students will write a short article, talk or presentation about their area of study for the investigation, produced for an informed, but non-specialist audience. This will form part of the preparation for the investigation and will be written after the student has selected a topic area but before he or she has embarked on any serious research.

In this task, students will demonstrate their ability to select and use a form and style of writing appropriate to purpose and to complex subject matter.

TASK 2
Students will present an investigation on a topic of their own choice, utilising a methodology they have selected. Students should:

Devise a methodology to carry it out.
Collect appropriate data.
Apply their knowledge of the key constituents of language to their data.
Analyse it using suitable tools (including corpora).
Apply and test appropriate theory.
Make, sustain and support informed critical judgements about their area of study based on their own research.

English Literature:
AS-Level:
Unit 1- LITB1 EXAM

Aspects of Narrative
60% of AS level
Written paper. 2 hours. Open book
84 marks

Four texts for study:
The Great Gatsby (novel)
The Kite Runner (novel)
Tennyson (poetry)
Auden (poetry)

Unit 2 - LITB2 COURSEWORK
Dramatic Genres
40% of AS level
60 marks

Two plays for study, both tragedies:
Othello
Cat on a Hot Tin Roof
Two essays, each 1200-1500 words.

A-Level:
Unit 3 - LITB3 EXAM
Texts and Genres
30% of total A level
Written paper. 2 hours. Closed book
80 marks
Minimum three texts for study including at least one text 1300-1800.

Elements of the Gothic:
Dracula
Dr Faustus (play)
The Bloody Chamber (short stories)

Unit 4 - LITB4 COURSEWORK
Further and Independent Reading
20% of A level
Coursework
60 marks

Two pieces of written coursework:
comparative study of two texts (1500-2000 words)
an application of an aspect of pre-released critical anthology to a literary text (1200-1500 words).

Assessment Objectives
The Assessment Objectives are common to AS and A Level.
AO1 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.
AO2 Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.
AO3 Explore connections and comparisons between different literary texts, informed by interpretations of other readers.
AO4 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Useful Websites
www.universalteacher.org.uk/lang/rp.htm
Andrew Moore’s site — used by thousands of English Language students. Aimed at A Level Language students — clear and precise in its guidance

http://www.emagazine.org.uk/
Contains useful articles on all areas of the course – we will provide you with the password for the site in September

http://www.edufind.com/english/grammar/toc.cfm
English grammar resource – you’ll need this one!

www.putlearningfirst.com/language/04change/issuesofchange.html
Consultant’s website which provides summary of the factors that affect language change on one page

www.usingenglish.com/
A comprehensive American site of resources to teach English to speakers of other languages — has sections on grammar, web logs and a text analyser. Signing up gives free access to an advanced text analyser that does lexical density and frequency

www.bl.uk/learning/langlit/texts/context.html
The British Library — Texts in Context Project

SITE PLAN