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Scheme of work – Cambridge IGCSE® Literature (English) (US) 0427
Overview
This scheme of work provides ideas about how to construct and deliver a course. The 2012 and 2013 syllabus content has been broken down into teaching units
with suggested teaching activities and learning resources to use in the classroom.
Recommended prior knowledge
Students are likely to have experience of reading plays, poems and prose fiction prior to their Cambridge IGCSE studies, with perhaps the emphasis on post-1900
literature. They may also have experience of writing their own play scripts, poems and short stories.
Outline
The syllabus’s assessment objectives (AO) are assessed holistically, and not discretely. The assessment objectives are:
AO1: show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and prose)
AO2: understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes
AO3: recognise and appreciate ways in which writers use language, structure and form to create and shape meanings and effects
AO4: communicate a sensitive and informed personal response to literary texts
The learning objectives in each of the specific units relate to the assessment objectives, and the suggested teaching activities are designed to secure the learning
objectives through approaches which combine both enjoyment of reading and academic rigour. The activities suggested in these units encourage students to
become more confident readers, shaping their own interpretations of texts. The syllabus prizes original and fresh responses to texts based on close study. This
scheme of work promotes active learning, where students take responsibility for their own (and others’) learning. This will help students to become confident and
reflective learners who are able to think for themselves and ‘think on their feet’ in both examination and coursework contexts. Opportunities for formative
assessment are clearly identified in Units 1–3.
Students are not expected to include extraneous background information in their written responses to texts. An awareness of historical or cultural context provides a
framework in which teachers can encourage students to develop their own fresh and valid responses. Writers’ effects are of interest for the way in which they
prompt a particular response from the reader (or audience of a play). Teachers should encourage a close exploration of writers’ use of form, structure and language
and the ways in which they create and shape meanings and effects. Students should appreciate that the mere identification of devices writers use is not literary
study.
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The units within this scheme of work are:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Drama
Prose
Poetry
Coursework portfolio
Units 1–3 relate to the teaching of the three main literary forms: prose, drama and poetry. These units can be read in any order, and are perhaps best read initially
as a group of units. The main focus of these units is on preparing students for the kinds of questions they will face in Paper 1: Set Texts. However, some of the
activities in these first three units have a generic application which will also be of use to teachers when preparing students for their coursework assignments.
Unit 4 relates to the more specific requirements of the Coursework Portfolio (Paper 2).
Differentiation
Opportunities for differentiation are indicated throughout the scheme of work where activities are labeled as basic or challenging. Timings for activities and
feedback are left to the judgement of the teacher, according to the level of the students and size of the class. Length of time allocated to a task or activity is another
possible area for differentiation.
Formative assessment opportunities are indicated throughout the scheme of work.
Common Core State Standards (CCSS)
This scheme of work identifies the CCSS for English Language Arts 6–12. In each unit the relevant standards are indicated in bold blue lettering. This allows
teachers to identify how standards are met in particular activities. The two areas that are crucial to the study of literature are reading and writing. The assessment
of the examination paper and coursework portfolio is through writing. However, the units in this scheme of work stress the importance of integrating speaking and
listening activities to underpin effective study of literary texts.
Literary appreciation is assessed in this subject, and so errors in spelling and punctuation are not penalized. However, teachers will wish to emphasise to students
the importance of following the conventions of Standard English in their writing. Accordingly, references to the relevant Language Study standards are also made in
the accompanying units.
In each unit, there are opportunities for writing activities to be undertaken over extended time frames (time for research, reflection, and revision) as well as shorter
time frames (e.g. writing the first draft of a coursework assignment or sitting a 45-minute test essay on an examination set text). This addresses the Range of
Writing Standard 10.
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Teacher support
The up-to-date resource list for the Cambridge IGCSE Literature (English), syllabus code 0486, can be found on the University of Cambridge International
Examinations website www.cie.org.uk. In addition, the password-protected Teacher Support website http://teachers.cie.org.uk provides access to specimen papers
for 0427 and past question papers, mark schemes and examiner reports for 0486. Syllabus 0486 runs parallel to 0427, with identical marking criteria. We also offer
online and face-to-face training; details of forthcoming training opportunities are posted on the Cambridge website.
Resources
Cambridge IGCSE Literature in English, Carey, R. Cambridge University Press, 2011
ISBN: 9780521136105.
Stories of Ourselves. University of Cambridge International Examinations. Cambridge University Press, 2008
ISBN: 9780521727914.
Songs of Ourselves. University of Cambridge International Examinations. Cambridge University Press, 2005
ISBN: 9788175962484.
www.victorianweb.org/
www.postcolonialweb.org/
www.poetryarchive.org.uk
® IGCSE is the registered trademark of University of Cambridge International Examinations.
© University of Cambridge International Examinations 2011
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