GCE English Literature Support for new Centres AS Specification at a glance Content Assessment • Unit AS 1: The Study of Poetry 1900 Present and The Study of Drama 1900 Present weighting: 24% • External paper – 2 hours • External paper – 1 hour • Unit AS 2: The Study of Prose Pre 1900 weighting: 16% Unit AS 1: Section A The Study of Poetry 1900 - Present • Choice of 4 poet pairings and anthologies to study: o o o o Robert Frost and Seamus Heaney Ted Hughes and Sylvia Plath Elizabeth Jennings and Philip Larkin Eavan Boland and Jean Bleakney The list of prescribed poems for each poet pairing can be found in Appendix 1 of the Specification. Unit AS 1: Section A The Study of Poetry 1900 - Present • • • • Available every Summer series Recommended response time – 1 hour Worth 12% of the qualification Candidates answer one set question on their chosen pairing of poets (50 marks) • The AS Anthology can be downloaded from the microsite or ordered from CCEA Distribution (telephone: 02890261242, email: cceadistribution@ccea.org.uk) • Open book Unit AS 1: Section A The Study of Poetry 1900 - Present • Both poems will be named in the question stem • Equal marks are available for the treatment of each poem (compare and contrast) • AO3: Contextual focus is biographical Unit AS 1: Section B The Study of Drama 1900 - Present • • • • Available every Summer series Recommended response time – 1 hour Worth 12% of the qualification Candidates answer one question from a choice of two on the play studied (50 marks) • Closed book • AO3: Contextual focus will not be stipulated in the question Unit AS 1: Section B The Study of Drama 1900 - Present • Choice of 6 plays to study: • • • • • • Brian Friel, Translations Samuel Beckett, Waiting for Godot Tennessee Williams, A Streetcar Named Desire Arthur Miller, The Crucible Ena Lamont Stewart, Men Should Weep (1982 version) Robert Bolt, A Man for All Seasons Unit AS 1: Section B The Study of Drama 1900 - Present Unit AS 2: The Study of Prose Pre 1900 • • • • Available every Summer series Recommended response time – 1 hour Worth 16% of the qualification Candidates answer one question from a choice of two on the novel studied (50 marks) • Closed book • AO3: Context focus will not be stipulated in the question Unit AS 2: The Study of Prose Pre 1900 • Choice of 6 novels to study: • • • • • • Nathaniel Hawthorne, The Scarlet Letter Mary Shelley, Frankenstein George Eliot, Silas Marner Emily Brontë, Wuthering Heights Jane Austen, Emma Bram Stoker, Dracula Unit AS 2: The Study of Prose Pre 1900 A2 Specification at a glance Content Assessment • Unit A2 1: Shakespearean Genres weighting: 20% • External paper – 1 hour 30 mins • Unit A2 2: The Study of Poetry Pre 1900 and Unseen Poetry weighting: 20% • External paper – 2 hours • Unit A2 3: Thematic comparison of novels weighting: 20% • Internal assessment Unit A2 1: Shakespearean Genres • • • • • • Available every Summer series External paper – 1 hour 30 mins Worth 20% of the qualification Candidates answer one set question (50 marks) Closed book Equal marks are available for the treatment of the extract and other relevant parts of the text • Extract will be provided • AO3: Context focus on Shakespearean genre (Tragedy, Comedy, Problem Plays, Last Plays) Unit A2 1: Shakespearean Genres • Choice of 6 plays to study: – – – – – – Othello King Lear The Taming of the Shrew As You Like It Measure for Measure The Winter’s Tale Unit A2 1: Shakespearean Genres All Assessment Objectives are assessed: AO1 (Over-arching AO) knowledge and understanding, informed and relevant responses, clarity and appropriateness of expression AO2 Shakespeare’s dramatic methods AO3 Context AO4 Connections AO5 Argument/different interpretations Throughout the comedy as a whole, Rosalind’s main function is to satirise ideas of love. By referring closely to Extract 4, printed in the accompanying Resource Booklet, and to other appropriately selected parts of the play, show to what extent you would agree with the view expressed above. Your argument should include relevant comments on Shakespeare’s dramatic methods and relevant external contextual information on the nature of Shakespearean Comedy. N.B. Equal marks are available for your treatment of the given extract and other relevant parts of the text. Unit A2 2: The Study of Poetry Pre 1900 and Unseen Poetry • • • • Available every Summer series Worth 20% of the qualification External paper – 2 hours Section A and Section B – equal weighting (50 marks each) therefore recommended response time is 1 hour per section/question Unit A2 2: The Study of Poetry Pre 1900 • Choice of 6 poets to study: • • • • • • Geoffrey Chaucer (The Wife of Bath’s Prologue and Tale) John Donne William Blake John Keats Emily Dickinson Elizabeth Barrett Browning The prescribed poems for study can be found in Appendix 2 of the Specification Unit A2 2: The Study of Poetry Pre 1900 and Unseen Poetry • Section A: candidates answer one question from a choice of two on the Pre 1900 poet studied • Extract or poem will be provided in the examination (Resource Booklet) • Please note that the A2 Poetry Anthology is only available for download from the microsite • Equal marks for the treatment of the extract and the wider text; or printed poem and self-selected poem • Closed book • AO3: Contextual area will be stipulated A2 English Literature A2 2 Section A Four Assessment Objectives are assessed: AO1 (Over-arching AO) knowledge and understanding, informed and relevant responses, clarity and appropriateness of expression AO3 Context AO4 Connections AO2 Poetic methods Dickinson Answer (a) or (b) (b) By referring closely to How the old Mountains drip with Sunset (Poem 5(b)) printed in the accompanying Resource Booklet and one other appropriately selected poem, and making use of relevant external contextual information on nineteenth-century views of nature, examine the poetic methods which Dickinson uses to write about the theme of nature. N.B. Equal marks are available for your treatment of each poem. [50] Unit A2 2: The Study of Poetry Pre 1900 AO4 – Connections between: - the printed extract from Chaucer’s The Wife of Bath’s Prologue and Tale and the wider text - the printed extract and the wider text in the case of lengthier poems (e.g. Keats’ The Eve of St Agnes) - the printed poem and the second poem selected by the candidate Unit A2 2: The Study of Unseen Poetry • Section B: candidates answer one set question on an unseen poem (50 marks) • Three Assessment Objectives are assessed: AO1 (Over-arching AO) knowledge and understanding, informed and relevant responses, clarity and appropriateness of expression AO2 Poetic methods AO5 Interpretations In this poem the speaker considers the relationship between humanity and nature. Analyse the poetic methods used by Wordsworth to explore the thoughts and feelings of the speaker. A2 English Literature A2 3 • Internal Assessment Unit • In-depth comparative study of two novels • One novel must be a twenty-first century novel • Response should address all five Assessment Objectives • Maximum length: 2,500 words • Bibliography required • Key Message: allow candidates scope to select their own texts A2 English Literature A2 3 Bibliography Candidates should cite both their primary and secondary sources. Primary Texts Salinger, J.D. The Catcher in the Rye. London: Penguin, 1945. Filer, Nathan. The Shock of the Fall. London: Harper Collins, 2013. A2 English Literature A2 3 Bibliography Candidates should cite both their primary and secondary sources. Secondary Texts Graham, Sarah. Salinger’s The Catcher in the Rye. London, 2007. https://www.gilderlehrman.org/history-byera/fifties/essays/catcher-rye-voice-alienation Text Selection 100s of novels listed and additional suggestions being added each term Reminder: the 6 novels offered as options at AS level are not permitted A2 English Literature A2 3 Key Message: allow candidates scope to select their own texts Specification section 7.2 • We encourage centres to allow each candidate to select their own texts, with teacher guidance and support. • The candidate and teacher agree the theme for the essay. • In the planning stage, the teacher and candidate discuss titles, recommended wider reading and time management. • During the drafting stage, the teacher periodically monitors the progress of the candidate’s work, commenting on general areas for development. A2 English Literature A2 3 Key Message: allow candidates scope to select their own texts Specification section 7.2 continued • The teacher must not correct the essay in detail and return it to the candidate to write up the corrected version. • After the candidate submits the completed first draft, the teacher reviews the essay and gives feedback on: − whether the original focus of the essay has been adhered to; − the appropriateness of content; and − the requirements of the marking grid. • The teacher must not review the essay further after this time. • The candidate then submits the final draft, which they must not revise after this point. A2 English Literature A2 3 Key Message: allow candidates scope to select their own texts in order to access the upper mark bands The Teacher’s Role • Refer to the JCQ documents available at: https://www.jcq.org.uk/ • Particularly: https://www.jcq.org.uk/examsoffice/coursework/instructions-for-conducting-coursework-20182019 and https://www.jcq.org.uk/exams-office/information-for-candidatesdocuments/infor • Make it clear in your Departmental Policy what the teacher can and cannot do with regard to Internal Assessment. Share this with candidates and parents. The CCEA specification outlines what is permitted (breaching these conditions may constitute candidate or teacher malpractice) GCE English Literature The Specification and Specimen Assessment Materials are key documents. Additional Support Materials • • • • • • Scheme of Work Student Guide Planning Framework Snapshot Fact Files (for each component) E-Guides (for each text option) GCE English Literature The Specification and Specimen Assessment Materials are key documents. Additional Support Materials • • • • • • • A2 3: Internal Assessment – Student Guidance Booklet A2 3: Internal Assessment – Teacher Guidance Booklet AEL31 Advice to Teachers and Candidates Possible Approaches to the Internal Assessment Unit Term Planners for the Internal Assessment Unit Exemplification of Examination Performance Chief Examiner and Principal Moderators’ Reports GCE English Literature CCEA has produced Specimen Assessment Materials for the revised specification. This document can be used to prepare students for the style of examination tasks they will encounter at AS and A2 level. It also includes mark schemes so that teachers can assess their students’ responses to the tasks. Once past paper question booklets and mark schemes have been granted copyright clearance, these documents will be uploaded to the microsite. Working with CCEA The benefits: – teacher cover provided – first-hand experience of how the examining system works – user insight to the standards required for the assessment – opportunity to examine assessments across a range of abilities – improved learning and teaching outcomes – creates links with CCEA personnel/subject officer – opportunity to network with other professionals – provides recognition and enhances the professional development of teachers Contacts: GCE English Literature Education Manager: Olivia McNeill Telephone: 028 90 261200 Ext 2963 Email: omcneill@ccea.org.uk Subject Support Officer: Joan Jennings Telephone: 028 9026 1439 Email: jjennings@ccea.org.uk Specification, sample assessment and support materials available on the subject microsite at www.ccea.org.uk http://ccea.org.uk/signup Subscriber Campaign CCEA are moving to more email based communications with all our centres and this will include providing teachers with • information on subject updates • information on subject events • information on new support materials • general news information It’s important that YOU subscribe using the link on the homepage of our website or http://ccea.org.uk/signup Why choose CCEA? 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