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Scheme of work – Cambridge IGCSE® Literature (English) (US) 0427
Unit 4: Coursework portfolio
Recommended prior knowledge
Students are likely to have experience of reading literature texts and of re-drafting written work.
Context
This unit relates to the coursework portfolio, referred to in the syllabus as Paper 2. Students have to submit two assignments. These may be on any of the three
literary forms, and may be critical essays or empathic responses. Teachers should look at relevant sections in the units on prose, drama and poetry for suggested
activities specific to a particular form.
Two documents which set out the requirements of the coursework component, which must be strictly adhered to, are the Syllabus and the Coursework Training
Handbook.
The Syllabus makes clear that each school must submit to Cambridge before starting coursework:

a list of the texts chosen for coursework

details of texts being taken for coursework

a list of sample essay titles
The Coursework Training Handbook offers guidance and clarification on:

task-setting

standards

assessing the work

preparing the coursework portfolio for external moderation
The examples of student work in the Coursework Training Handbook for Cambridge IGCSE Literature (English) syllabus code 0486, provides exemplification of
standards and additionally provide a useful resource to assist students in peer review of their own work.
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Teacher accreditation
At least one teacher in each Centre offering a subject including coursework must be accredited by University of Cambridge International Examinations. (In cases
where there are several sets within a Centre, the teacher(s) responsible for overall internal moderation need(s) to be accredited.) Accreditation follows the
successful completion of the Coursework Training Handbook.
For Cambridge IGCSE Literature (English) syllabus code 0427, please refer to the Coursework Training Handbook for the Cambridge IGCSE Literature (English)
syllabus code 0486. These two syllabuses run parallel to each other with identical marking criteria and requirements for the Coursework component.
For further guidance and for the general regulations concerning internal Coursework assessment, see the Handbook for Centres or contact us at
international@cie.org.uk
Outline
The assessment objectives for Coursework are the same as for Paper 1.
Specific learning objectives for coursework are listed below, and must be read in conjunction with the relevant learning objectives for the particular form (Prose,
Drama or Poetry) for each coursework assignment. For example, teachers preparing students for a poetry assignment should read this unit alongside the poetry
unit. In so doing, they will be reminded of how suggested activities relate to the US Common Core State Standards.
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Learning objectives
Suggested teaching activities
1–4
The learning objectives below should
be read in conjunction with those for
the particular forms (Prose, Drama or
Poetry) for each assignment.
1. Introduction
a. enjoy guided wider reading, with
the possibility of an element of
personal choice
b. undertake research, using print
and online resources effectively
c. be able to vouch for the
authenticity of the assignments
they produce
d. plan, re-draft and refine extended
pieces of writing, acting on advice
given after first draft
e. work within the discipline of the
syllabus’s recommended word
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The requirements for coursework are set out in the syllabus and
Coursework Training Handbook. It is essential that teachers read
both of these documents before they embark on the Coursework
component. Coursework offers a great deal of flexibility to teachers
who can determine choice of texts and tasks. In these
circumstances, it would be counter-productive and even prescriptive
to offer too much specific guidance about teaching.
Learning resources
Cambridge IGCSE Literature (English)
(US) Syllabus (0427). For examination in
2012
Coursework Training Handbook for
syllabus (0486) – available from our
Publications Catalogue at
www.cie.org.uk/profiles/teachers/orderpub
Teachers need first to decide which texts they are to teach, and their
choice will be determined to a great extent by the aptitudes and
enthusiasms of the students they teach – so long as the choice of
texts meet the requirements spelled out in the two documents
mentioned above. Teachers might select:
 a text by the same author of a text to be studied for Paper 1
 a text which they enjoyed teaching which is no longer on the
syllabus
Cambridge IGCSE Literature (English) (US) 0427
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Learning objectives
f.
limits
use transferable Language skills to
produce polished final drafts
Suggested teaching activities
Learning resources
 a text of their own choice which fulfils the syllabus requirements
Teachers should decide at this stage whether one of the coursework
texts is to be a Paper 1 text (an option which the syllabus allows)
Teachers opting to teach short stories or poems may wish to use
Stories of Ourselves or Songs of Ourselves. Teachers are reminded
that where an assignment is on short stories or poems:
 students must write about two stories or two poems
 there is no requirement to compare.
If students read a number of stories or poems, they will be in a
position to select for themselves two stories or poems to write about.
Poetry assignments offer scope for the study of traditional or
contemporary poetry. Teachers could refer students to audio
recordings of poets reading their work, such as found on the website
www.poetryarchive.org.
Students are actively encouraged to undertake research of this kind
as preparation for the eventual writing of the assignment. There is
much scope for the gathering of relevant information from ‘multiple
authoritative and digital sources’: Writing Standard 8. Basic small
group or whole class discussions could focus activities on the relative
usefulness of different sources. This would provide a timely
opportunity to explain what plagiarism is and to stress the importance
of avoiding it.
University of Cambridge International
Examinations short story anthology
Stories of Ourselves
University of Cambridge International
Examinations poetry anthology Songs of
Ourselves
www.poetryarchive.org
In their research there may be opportunities to analyse the
representation of a key scene in two different mediums (for example,
drama script and film): Reading Standard 7.
Coursework texts do not have to be taught exhaustively, as the task
set will focus on a particular aspect of the text. Consequently,
teaching and learning activities will focus on that aspect. Teachers
are advised to read carefully the guidance about task-setting in the
Coursework Training Handbook. It is important that tasks are set
which allow candidates to fulfil the marking criteria, set out in the
generic marking grid for the syllabus. The Coursework Training
Handbook provides examples of good and bad task-setting, designed
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Coursework Training Handbook (0486)
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Learning objectives
Suggested teaching activities
Learning resources
to guide teachers when framing tasks for their own students.
In some circumstances (for example, in a small teaching group), it
may be possible for students to ‘negotiate’ with the teacher their own
choice of text and/or task. However, there is nothing wrong with all
students in a group working on the same task. The main objective is
that all students offer their own informed personal response to the
task. In critical essays, each student advances their own argument in
their own way, using textual evidence in support: Reading Standard
1. It would not be in the spirit of coursework to see the same points
and same quotations in the same order in every essay. Teachers
should avoid giving students frameworks with excessive scaffolding,
as these are not designed to elicit personal responses.
There is perhaps greater scope for student choice in the case of
empathic tasks. The class might study the same text, but there will
be many possible tasks as individual students are free to choose both
the character and also specify a suitable moment for their own
empathic task. There is guidance about the effective framing of
empathic tasks in the Coursework Training Handbook. Another
useful resource is the wealth of empathic questions set on drama and
prose texts in past papers for syllabus 0486.
Past papers for syllabus 0486 – on
Teacher Support website
https://teachers.cie.org.uk/
2. First reading
Depending on the specific form of the chosen text, see the formspecific guidance given in the units on Prose, Drama or Prose.
A speedy first reading might incorporate some basic speaking or
perhaps drama-focused work (e.g. hot-seating). This will encourage
students to take responsibility for their own learning early in the
process.
Small group and class discussions would require students to build on
others’ ideas and also to express their own clearly and persuasively:
Speaking Standard 1. There will be opportunities for students to
clarify, verify and challenge ideas (Speaking Standard 1c) and also
to qualify and justify their own views and understanding (Speaking
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Learning objectives
Suggested teaching activities
Learning resources
Standard 1d). These speaking activities will provide opportunities for
formative assessment, enabling teachers to gauge the extent of
students’ understanding.
3. Focus on chosen aspects: the research stage
Learning activities might focus on the following active learning
strategies:
 drawing mind maps for the chosen aspect in order to collate
initial ideas
 pair or small group speaking activities to enable students to build
on or challenge their own/others’ ideas as they work towards an
informed personal response
 research the topic using print or online resources
Cambridge IGCSE Literature in English,
2011 – Unit on Preparing for the
Coursework portfolio
The last activity should include teacher support about:
 distinguishing between good and bad websites
 the need to cite quotations
 the consequences of plagiarism
These areas cover Writing Standard 8.
The research stage provides opportunities for students to cover the
Vocabulary Acquisition and Use standards:
Standard 4 – determine or clarify the meaning of unknown and
multiple-meaning words
Standard 5 – demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
The relevant scheme of work unit on Drama, Prose or Poetry
identifies where additional Reading and Writing Standards can be
met.
4a. Before starting the first draft
Before the first draft, teachers should give general guidance about
writing critical essays or empathic responses - whichever is
appropriate. Basic writing activities might, for example, in the case of
critical essays focus on the mechanics of integrating brief quotations
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Units on prose, drama or poetry in the
scheme of work – as appropriate
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Learning objectives
Suggested teaching activities
Learning resources
into students’ own writing. (This can be on another text they have
studied for the course.)
The need to write formally and to follow the conventions of Standard
English in respect of grammar, punctuation and spelling (Language
Standards 1 and 2) should be emphasised.
Students should be encouraged to use common literary terms (or
domain-specific vocabulary: Language Standard 6) as part of their
analysis, and be reminded that:
 there is no requirement to use more exotic terms
 terms should be at the service of the analysis, and not a
substitute for it.
4b. Writing the first draft
The first draft should be completed under teacher supervision; this
enables teachers to be reassured of the authenticity of students’
work.
Students should be encouraged to start with a brief plan, and to keep
the coursework task within sight throughout the session(s). Effective
selection and organisation meets Writing Standard 2.
Students should also check that they are working within the word limit
of 600–1000 words per assignment. Although no assignment is
penalized per se because of its length, assignments significantly
under or over this word count range is likely to be self-penalising
5. Teacher feedback
0427 Syllabus – Drafting assignments
(p 20)
Teachers give ‘general guidance’ about first drafts. This might, for
example, point out the need for more textual support or analytical
comment in critical essays or for a clearer sense of the character’s
voice in empathic responses.
Teachers ‘should not mark, correct or edit draft assignment material’,
and students are not permitted to make fair copies after teachers
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Learning objectives
Suggested teaching activities
Learning resources
have marked the assignments.
Feedback could take two forms:
 individual feedback
 feedback to the group
6. Re-drafting and presentation
In order to be sure of the authenticity of the final piece of work,
teachers may wish to have the re-drafting and final presentation of
the assignment also done under their direct supervision. The
Syllabus states: ‘It is the Centre’s responsibility to make sure all
Coursework is the candidate’s original work.’
Students have at this stage the opportunity to develop and strengthen
their writing by revising, editing or trying out a new approach,
focusing on what is most significant to address the coursework task:
Writing Standard 5.
Teacher guidance should include the following:
Students should avoid small fonts if word-processing or narrow-lined
paper if writing by hand. They should leave sufficiently wide margins
in which teachers can make their comments.
Each assignment should clearly indicate the candidate name and
number, and also the full wording of the coursework task (and not an
abbreviation or approximation of it). Secondary sources should be
cited at the end of the essay.
Language Standards
Whilst marks are not deducted for language errors, it is in a student’s
interests to proof-read written work carefully for accuracy and for
clarity of expression. This will allow students to practise skills that will
be assessed in Language and that will be important in post-IGCSE
study and future employment.
There is much scope for teachers to reinforce the Conventions of
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Learning objectives
Suggested teaching activities
Learning resources
Standard English Standards 1 and 2, relating to correct grammar,
punctuation and spelling.
7. Using the marked coursework assignments to inform learning
Teachers can use the marked assignments to help students see both
the strengths they can build on and also the weaknesses they need
to remedy for the Set Texts Paper 1 (weighted at 75%, i.e. three
times the Coursework weighting).
The primary audience of the teacher annotation is the moderator, and
comments will be drawn from the marking band descriptors.
However, students can still benefit from seeing a teacher’s comments
and the focused ticking of creditworthy points. (Conversely, students
are unlikely to derive benefit from ticking which occurs excessively or
dutifully at the end of each paragraph - or from annotation which is
either minimal or not engaging with the band descriptors.)
It should be pointed out to students that any mark is subject to
moderation.
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