International GCSE English Language A
Thematic Course planner
The International GCSE English Language A is designed to be taught over two years, or five terms,
but it is possible to reduce this time to one year. Much will depend on the amount of teaching time
available for teaching English and it should be remembered International GCSEs should take 120-140
GLH. Therefore, it should be possible to cover the course in one year, or, given that there are two
series of examinations, one in June and one in January, for a period between one and two years
depending on when the course starts. This exemplar plan could be compressed by combining two
terms' work into one if there are enough lessons in that term to cover all the content. Centres are,
however, reminded that English skills are cumulative, and the more time students are given to cover
the course, the more their skills in reading and writing will develop.
An example of course planning
There are many valid ways of organising the course and we have listed a few examples in our Getting
Started for Teachers guide on the website and we are sure you will have your own preferred order of
dealing with the materials. However, we know that many of you have found it useful to group the
passages and poems in the anthology into a small number of key themes. The table on the following
pages shows a possible five-term course plan with such a thematic approach, although other titles
and links can be made as there are lots of possible links and connections between the texts in the
Anthology.
It Is also possible, for those who are teaching both Language and Literature, to add the Section C and
the chosen set texts for Literature to this table if you would like to teach an integrated course.
Course Planner
Term 1 of 5 - Self-discovery and reflection
Theme/Focus of Study
Outcomes
Anthology, Section A: Non-fiction texts
The Danger of a Single Story
Young and Dyslexic?
H is for Hawk
Reading AO1 - AO3
Anthology Section A: students study and
discuss personal narratives, including features
such as style, structure, viewpoint, creating a
sense of place and atmosphere. This could also
be an opportunity to look at the different forms
and genres such as speech writing (single story)
and autobiography (Young and Dyslexic and H is
for Hawk).
Anthology, Section B: Poetry and Prose texts
Night
Significant Cigarettes
Use the texts as 'unseen' on the first reading
and test AO1. AO3 (comparison) can also be
taught using the texts as well as concentrating
on AO2.
Anthology Section B: students study and
discuss the two texts with a focus on the
language, form and structure used by the
authors to create effects (AO2) as well as the
overall meaning and impact of the texts.
Writing AO4-5
Students practise writing skills producing one or
two pieces based on their reading:
 Autobiographical writing, e.g. a
challenge overcome.
 Speech writing, e.g. talking about how a
personal experience changed their view
on something.
 Story illustrating moral or physical
courage.
 Story which uses 'flashbacks' or a
different sequence of events.
 Story illustrating how they learnt an
important lesson from a family member
or a close friend.
Spoken Language: A06 (optional)
 A talk to the class about the issues
raised by one of the texts (e.g. dyslexia,
stereotypes, family relationships,
dealing with loss).
 Class discussion comparing two of the
texts and/or focussing on how a writer
uses certain language features and
why.
Term 2 of 5 - The Female Perspective
Theme/Focus of Study
Outcomes
Anthology, Section A: Non-fiction texts
Reading AO1 - AO3
Anthology Section A: students study and
discuss personal narratives, including features
such as style, structure, viewpoint, creating a
sense of place and atmosphere. This could also
be an opportunity to look at the different forms
and genres such as travel writing (Sky and
Earth) and autobiography (Chinese Cinderella).
This is also an opportunity to discuss the
'female voice' and how this is apparent in the
texts.
Beyond the Sky and the Earth
Chinese Cinderella
Anthology, Section B: Poetry and Prose texts
An Unknown Girl
The Necklace
The Story of An Hour
Use the texts as 'unseen' on the first reading
and test AO1. AO3 (comparison) can also be
taught using the texts as well as concentrating
on AO2.
Anthology Section B: students study and
discuss the two texts with a focus on the
language, form and structure used by the
authors to create effects (AO2) as well as the
overall meaning and impact of the texts.
Writing AO4-5
Students practise writing skills producing one or
two pieces based on their reading:
 A feature article for a magazine about a
personal journey.
 A discursive essay on a gender theme,
such as equality.
 A story with a female protagonist.
 A story with an interesting twist at the
end.
Spoken Language: A06 (optional)
 A talk to the class about the issues
raised by one of the texts (e.g. cultural
identity, role of women).
 A presentation to a small group about
the role of women in society.
 Class discussion comparing two of the
texts and/or focussing on how a writer
uses certain language features and
why.
Term 3 of 5 - Extraordinary encounters and experiences.
Theme/Focus of Study
Outcomes
Anthology, Section A: Non-fiction texts
Reading AO1 - AO3
Anthology Section A: students study and
discuss reportage and literary non-fiction and
look at the use of language to interest and
engage the reader. This could also be an
opportunity to look at the different forms and
genres such as newspaper articles (Explorers…)
and literary non-fiction (A game of polo,
Explorer's Daughter and Between a rock…).
Explorers or boys messing about?
The Explorer’s Daughter
A Game of Polo with a Headless Goat
Between a Rock and a Hard Place
Anthology, Section B: Poetry and Prose texts
Whistle and I’ll Come to You
Use the texts as 'unseen' on the first reading
and test AO1. AO3 (comparison) can also be
taught using the texts as well as concentrating
on AO2.
Anthology Section B: students study and
discuss the text with a focus on the language,
form and structure used by the author to create
effects (AO2) as well as the overall meaning and
impact of the text. Many students enjoy this
Gothic tale and you may want to encourage
them to read more of the Susan Hill text and/or
introduce the text with short extracts from the
film or television adaptations available.
Writing AO4-5
Students practise writing skills producing one or
two pieces based on their reading:
 A letter to a newspaper or magazine
arguing a case for or against a
controversial opinion.
 An advisory article about the dangers of
a certain sport or pursuit.
 A description of a dangerous location.
 A ghost story or a narrative around a
tense/frightening situation.
Spoken Language: A06 (optional)
 A talk to the class about the issues
raised by one of the texts (e.g. extreme
or unusual sports, hunting).
 A presentation to a small group about
an unusual sight or encounter.
 Class discussion comparing two of the
texts and/or focussing on how a writer
uses certain language features and
why.
Term 4 of 5 - Writing and fighting for a cause.
Theme/Focus of Study
Outcomes
Anthology, Section A: Non-fiction texts
Reading AO1 - AO3
Anthology Section A:
Students study and discuss the writer's
presentation of a country struck by war and
poverty and how he uses his experiences to
highlight the issues. This could also be an
opportunity to discuss the different types of
reportage. This article is very emotive and
could be compared to an article which is more
factual.
A Passage to Africa
Anthology, Section B: Poetry and Prose texts
Disabled
Out, Out
The Bright Lights of Sarajevo
Still I Rise
Use the texts as 'unseen' on the first reading
and test AO1. AO3 (comparison) can also be
taught using this text and another either from
the Anthology which has been studied
previously as well as concentrating on AO2.
Anthology Section B: students study and
discuss the two texts with a focus on the
language, form and structure used by the
authors to create effects (AO2) as well as the
overall meaning and impact of the texts.
Writing AO4-5
Students practise writing skills producing one or
two pieces based on their reading:
 An article to raise awareness to an
injustice or a cause which is important.
 A speech about the consequences of
war.
 A diary entry or letter of a soldier on
the front line.
 A description of a battle (either literal
or phycological).
Spoken Language: A06 (optional)
 A talk to the class about the issues
raised by one of the texts (e.g.
overcoming oppression, the plight of
countries in poverty, the global
implications of war).
 A presentation to a small group about
injustice, protests and what you would
be prepared to 'fight' for.
 Class discussion comparing two of the
texts and/or focussing on how a writer
uses certain language features and
why.
Term 5 of 5 - Preparing for the examinations
Theme/Focus of Study
Cover any remaining subject content
Final Revision
Practice questions
Coursework option
Ensure deadline are met for submitting marks
and sample folders.
Spoken Language endorsement (optional)
If taking this option, ensure that all recordings
are submitted and all paperwork completed.
Outcomes