GCSE English Literature (8702)
For first teaching in 2015 and for first assessment in 2017
Notes version for use in schools and colleges
Slide 1
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Structure of the presentation
Overview of the new specification
•
•
•
Underlying principles and key features
Specification at a glance
Summary of content and assessment objectives
Paper 1
•
Content and question types
Break
Paper 2
•
Content and question types
Support and resources
Slide 2
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Objectives
•
To understand the key elements of the specification structure, teaching
content and assessment.
•
To start thinking about the implications for teaching and learning.
•
To enable you to ask any questions about the specification.
•
To review the resources and support available from AQA.
Slide 3
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Context
•
Developed by an experienced team of teachers and examiners.
•
Reviewed by a subject panel of stakeholders and subject experts.
•
Piloted in a range of schools to ensure effective, robust and engaging
question strategies.
•
Fulfils all new National Curriculum requirements and complements all other
qualifications in this suite: for example, GCSE English Language.
•
The new specification is for teaching from September 2015 with first
assessment in summer 2017.
Slide 4
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Underlying principles
Slide 5
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Underlying principles
•
Literature should be an accessible and enabling subject for every student.
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Assessing all texts in a fair and transparent way.
•
Making use of a range of assessment strategies so that ‘closed book’ and
un-tiered aspects of the new regulations are not barriers to learning.
Slide 6
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English Literature Specification
Slide 7
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English Literature Specification
Slide 7
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Assessment Objective 1
AO1
GCSE English Literature
Assessment Objective
Read, understand and
respond to texts
What this means
Students should be able
to:
The student’s response to the text –
the extent to which they understand
the text and its meaning(s) to them
as reader
40%
 maintain a critical
style and develop
an informed
personal response
 use textual
references,
including
quotations, to
support and
illustrate
interpretations
Slide 9
This AO focuses on two areas of
‘response’:
The student’s response to the task –
the extent to which they produce a
coherent response, supported with
references to the text
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Assessment Objective 2
AO2 Analyse the language,
form and structure used
40% by a writer to create
meanings and effects,
using relevant subject
terminology where
appropriate
Slide 10
This AO focuses on writer’s craft: how
the writer has communicated
meanings to the reader.
Ideally students will use subject
terminology as a ‘shorthand’ to
scaffold their analysis of craft.
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Assessment Objective 3
AO3 Show understanding of
the relationships between
15% texts and the contexts in
which they were written
AO3 is the understanding of the
relationship between the ideas in the
text and the contexts of the text,
such as:
 the context in which the text
was written
 the context within which the
text is set (location / social
structures and features /
cultural contexts / periods in
time)
 literary contexts such as
genres
 the contexts in which texts are
engaged with by different
audiences
Slide 11
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Assessment Objective 4
AO4 Use a range of
vocabulary and sentence
structures for clarity,
purpose and effect, with
accurate spelling and
punctuation
Slide 12
This AO focuses on the student’s
use of SPaG to communicate ideas
to the reader.
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Comparison
“In each specification as a whole, 20-25% of the marks should require
candidates to show the abilities described in AO1, AO2 and AO3
through tasks which require them to make comparisons across texts.”
Slide 13
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Structure of Question Paper 1
•
1 hour 45 minutes.
•
40% of total marks.
•
2 sections.
•
Shakespeare and 19th-century novel.
•
Same question approach for both texts - extract and reference to whole text.
Slide 16
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Assessment objectives for Paper 1
Each question assesses AO1, AO2 and AO3:
•
•
•
•
Slide 17
12 marks available for AO1
12 marks available for AO2
6 marks available for AO3
4 marks available for AO4 (Shakespeare only).
Copyright © AQA and its licensors. All rights reserved.
Rationale for Paper 1 Section A: Shakespeare
•
Shakespeare as a literary text with assessments of character, theme,
imagery, language and structure.
•
Aligns with assessment of Shakespeare at “A” level and as a distinct
discipline in higher education.
•
Recognition of the power and scope of texts as drama and their ability to
move and entertain modern audiences.
•
Questions focus on extract and text as a whole – to be both accessible and
enabling for all abilities.
Slide 18
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Shakespeare
GCSE English Literature set texts from
2015
aqa.org.uk
Slide 19
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Paper 1 Section A: Shakespeare sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the play as a whole.
Starting with this speech, explain how far you think Shakespeare presents
Lady Macbeth as a powerful woman.
Write about:
•
•
Slide 20
how Shakespeare presents Lady Macbeth in this speech
how Shakespeare presents Lady Macbeth in the play as a whole.
Copyright © AQA and its licensors. All rights reserved.
Paper 1 Section A: Shakespeare sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the play as a whole.
Addressing AO1 by
asking for a ‘response’
to an idea, or statement,
about an aspect of the
play.
Starting with this speech, explain how far you think Shakespeare presents
Lady Macbeth as a powerful woman.
Write about:
•
•
Slide 21
how Shakespeare presents Lady Macbeth in this speech
how Shakespeare presents Lady Macbeth in the play as a whole.
Copyright © AQA and its licensors. All rights reserved.
Paper 1 Section A: Shakespeare sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the play as a whole.
Addressing AO1 by
asking for a ‘response’
to an idea, or statement,
about an aspect of the
play.
Focus on Shakespeare as
writer in order to remind
candidates to think
about the text as a
conscious construct and
thereby address AO2.
Starting with this speech, explain how far you think Shakespeare presents
Lady Macbeth as a powerful woman.
Write about:
•
•
Slide 22
how Shakespeare presents Lady Macbeth in this speech
how Shakespeare presents Lady Macbeth in the play as a whole.
Copyright © AQA and its licensors. All rights reserved.
Paper 1 Section A: Shakespeare sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the play as a whole.
Addressing AO1 by
asking for a ‘response’
to an idea, or statement,
about an aspect of the
play.
Focus on Shakespeare as
writer in order to remind
candidates to think
about the text as a
conscious construct and
thereby address AO2.
Starting with this speech, explain how far you think Shakespeare presents
Lady Macbeth as a powerful woman.
Write about:
•
•
how Shakespeare presents Lady Macbeth in this speech
how Shakespeare presents Lady Macbeth in the play as a whole.
This asks students to think
about contextual elements
(AO3): in this case the idea
of ‘power’ as well as ideas
about women within this
context.
Slide 23
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Rationale for Paper 1 Section B: 19th century novel
•
19th century novels are a real opportunity to extend students’ experience of
reading.
•
They have some of the strongest story-lines and narrative structures of any
novel.
•
They often introduce modern readers to themes and concepts that are just
as relevant today as when they were written.
•
To provide a degree of familiarity and transparency – Questions again focus
on extract and text as a whole.
Slide 24
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19th century
novels
GCSE English Literature set texts from
2015
aqa.org.uk
Slide 25
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Paper 1 Section B: 19th century novel sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the novel as a whole.
Starting with this extract, how does Dickens present Scrooge as an outsider to
society?
Write about:
• how Dickens presents Scrooge in this extract
• how Dickens presents Scrooge as an outsider to society in the novel as a
whole.
Slide 26
Copyright © AQA and its licensors. All rights reserved.
Paper 1 Section B: 19th century novel sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the novel as a whole.
Focus on Dickens as writer in
order to remind candidates
to think about the text as a
conscious construct and
thereby address AO2.
Starting with this extract, how does Dickens present Scrooge as an outsider to
society?
Write about:
• how Dickens presents Scrooge in this extract
• how Dickens presents Scrooge as an outsider to society in the novel as a
whole.
Slide 27
Copyright © AQA and its licensors. All rights reserved.
Paper 1 Section B: 19th century novel sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the novel as a whole.
Focus on Dickens as writer in
order to remind candidates
to think about the text as a
conscious construct and
thereby address AO2.
This asks students to
think about contextual
elements (AO3): in this
case societal elements.
Starting with this extract, how does Dickens present Scrooge as an outsider to
society?
Write about:
• how Dickens presents Scrooge in this extract
• how Dickens presents Scrooge as an outsider to society in the novel as a
whole.
Slide 28
Copyright © AQA and its licensors. All rights reserved.
Paper 1 Section B: 19th century novel sample question
Focus on the printed extract enables
candidates to address AO1 and AO2
with close reference to text, before
widening the scope of their response
to the novel as a whole.
Focus on Dickens as writer in
order to remind candidates
to think about the text as a
conscious construct and
thereby address AO2.
This asks students to
think about contextual
elements (AO3): in this
case societal elements.
Starting with this extract, how does Dickens present Scrooge as an outsider to
society?
Write about:
• how Dickens presents Scrooge in this extract
• how Dickens presents Scrooge as an outsider to society in the novel as a
whole.
Instruction to look at the bullets,
which reiterate and remind
students to focus on both the
extract and the novel as a whole.
Slide 29
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Structure of Question Paper 2
•
2 hour 15 minutes.
•
60% of total marks.
•
3 sections.
•
Modern prose or drama, poetry and unseen texts.
•
Assesses comparison.
Slide 32
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Assessment objectives for Paper 2 Section A
Each question assesses AO1, AO2, AO3 and AO4:
•
•
•
•
Slide 33
12 marks available for AO1
12 marks available for AO2
6 marks available for AO3
4 marks available for AO4.
Copyright © AQA and its licensors. All rights reserved.
Rationale for Paper 2 Section A: Modern prose or drama
•
A wide choice of modern prose or drama texts so that centres can study
what works best for their students.
•
Opportunity to select a contemporary text that will engage and inspire
today’s young readers.
•
Essay-style question as a way of varying assessment and stimulating an
extended response.
•
Choice of questions so that there will always be something that every
student can write about.
•
Choice of free AQA short story anthology.
Slide 34
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Modern prose
GCSE English Literature set texts from
2015
aqa.org.uk
Slide 35
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Modern
drama
GCSE English Literature set texts from
2015
aqa.org.uk
Slide 36
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Paper 2 Section A: Modern prose/drama sample question
Focus on writer in order to remind
candidates to think about the text as a
conscious construct and thereby
address AO2.
How does Priestley explore responsibility in An Inspector Calls?
Write about:
• the ideas about responsibility in An Inspector Calls
• how Priestley presents these ideas by the ways he writes.
Slide 37
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Paper 2 Section A: Modern prose/drama sample question
Focus on writer in order to remind
candidates to think about the text as a
conscious construct and thereby
address AO2.
Addresses AO3 by focusing
on the key social ideas in the
play.
How does Priestley explore responsibility in An Inspector Calls?
Write about:
• the ideas about responsibility in An Inspector Calls
• how Priestley presents these ideas by the ways he writes.
Slide 38
Copyright © AQA and its licensors. All rights reserved.
Paper 2 Section A: Modern prose/drama sample question
Focus on writer in order to remind
candidates to think about the text as a
conscious construct and thereby
address AO2.
Addresses AO3 by focusing
on the key social ideas in the
play.
How does Priestley explore responsibility in An Inspector Calls?
Write about:
• the ideas about responsibility in An Inspector Calls
• how Priestley presents these ideas by the ways he
Slide 39
Copyright © AQA and its licensors. All rights reserved.
The task as a whole
assesses AO1 in terms of
candidates presenting a
writes. considered ‘response’ to
the task and the text.
Paper 2 Section A: Modern prose/drama sample question
Focus on writer in order to remind
candidates to think about the text as a
conscious construct and thereby
address AO2.
Addresses AO3 by focusing
on the key social ideas in the
play.
How does Priestley explore responsibility in An Inspector Calls?
Write about:
• the ideas about responsibility in An Inspector Calls
• how Priestley presents these ideas by the ways he
Bullets provide scaffold and a reminder of the focus of
the question.
Slide 40
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The task as a whole
assesses AO1 in terms of
candidates presenting a
writes. considered ‘response’ to
the task and the text.
Rationale for Paper 2 Section B: Studied poetry cluster
•
Named poem printed on the exam paper.
•
Students can choose second poem for comparison.
•
Engaging and themed poetry clusters.
•
A range of poets from across time.
Slide 42
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Assessment objectives for Paper 2 Section B
Each question assesses AO1, AO2 and AO3:
• 12 marks available for AO1
• 12 marks available for AO2
• 6 marks available for AO3.
Slide 43
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Studied poetry clusters
Choice of two clusters, each consisting of 15 poems each:
Love and relationships
Lord Byron
Percy Bysshe Shelley
Robert Browning
Elizabeth Barrett Browning
Thomas Hardy
Maura Dooley
Charlotte Mew
C Day Lewis
Charles Causley
Seamus Heaney
Simon Armitage
Carol Ann Duffy
Owen Sheers
Daljit Nagra
Andrew Waterhouse
Slide 44
When We Two Parted
Love’s Philosophy
Porphyria’s Lover
Sonnet XXIV - I Think of thee
Neutral Tones
Letters from Yorkshire
The Farmer’s Bride
Walking Away
Eden Rock
Follower
Mother, any distance
Before You Were Mine
Winter Swans
Singh Song!
Climbing My Grandfather
Copyright © AQA and its licensors. All rights reserved.
Studied poetry clusters
Conflict and power
Shelley
Blake
Wordsworth
Robert Browning
Alfred Lord Tennyson
Wilfred Owen
Seamus Heaney
Ted Hughes
Simon Armitage
Jane Weir
Carol Ann Duffy
Imtiaz Dharker
Carol Rumens
Beatrice Garland
John Agard
Slide 45
Ozymandias
London
The Prelude: stealing the boat
My Last Duchess
The Charge of the Light Brigade
Exposure
Storm on the Island
Bayonet Charge
Remains
Poppies
War Photographer
Tissue
The Émigrée
Kamikaze
Checking Out Me History
Copyright © AQA and its licensors. All rights reserved.
Paper 2 Section B: studied poetry sample question
Key command word used to remind
candidates that they are forming a
comparative response to two poems
(AO1).
Compare the ways poets present ideas about power in ‘Ozymandias’ and in
one other poem from ‘Power and conflict’.
Slide 46
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Paper 2 Section B: studied poetry sample question
Key command word used to remind
candidates that they are forming a
comparative response to two poems
(AO1).
Focus on writer in order to
remind candidates to think
about the texts as a
conscious construct and
thereby address AO2.
Compare the ways poets present ideas about power in ‘Ozymandias’ and in
one other poem from ‘Power and conflict’.
Slide 47
Copyright © AQA and its licensors. All rights reserved.
Paper 2 Section B: studied poetry sample question
Key command word used to remind
candidates that they are forming a
comparative response to two poems
(AO1).
Focus on writer in order to
remind candidates to think
about the texts as a
conscious construct and
thereby address AO2.
Candidate directed to a
named poem, printed on
the paper.
Compare the ways poets present ideas about power in ‘Ozymandias’ and in
one other poem from ‘Power and conflict’.
Slide 48
Copyright © AQA and its licensors. All rights reserved.
Paper 2 Section B: studied poetry sample question
Key command word used to remind
candidates that they are forming a
comparative response to two poems
(AO1).
Focus on writer in order to
remind candidates to think
about the texts as a
conscious construct and
thereby address AO2.
Candidate directed to a
named poem, printed on
the paper.
Compare the ways poets present ideas about power in ‘Ozymandias’ and in
one other poem from ‘Power and conflict’.
This asks candidates to think about contextual elements
(AO3).
Slide 49
Copyright © AQA and its licensors. All rights reserved.
Paper 2 Section B: studied poetry sample question
Key command word used to remind
candidates that they are forming a
comparative response to two poems
(AO1).
Focus on writer in order to
remind candidates to think
about the texts as a
conscious construct and
thereby address AO2.
Candidate directed to a
named poem, printed on
the paper.
Compare the ways poets present ideas about power in ‘Ozymandias’ and in
one other poem from ‘Power and conflict’.
This asks candidates to think about contextual elements
(AO3).
Slide 50
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Candidates have free
choice about which poem
to choose from their
cluster.
Rationale for Paper 2 Section C: Unseen texts
•
A two part question to structure response.
•
Students initially respond to first unseen poem – 24 marks.
•
AO1 and AO2 assessed equally.
•
Students then compare first poem with second poem - 8 marks as final part
of question.
Slide 52
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Assessment objectives for Paper 2 Section C
27.1 (one poem) assesses AO1 and AO2:
• 12 marks available for AO1
• 12 marks available for AO2.
27.2 (comparison of two poems) assesses AO2 only:
• 8 marks available for AO2.
Slide 53
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Paper 2 Section C: unseen poetry sample question
Focus on single poem.
27.1
In ‘To a Daughter Leaving Home’, how does the poet present the speaker’s
feelings about her daughter?
[24 marks]
Slide 54
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Paper 2 Section C: unseen poetry sample question
Focus on single poem.
Focus on writer in order to
remind candidates to think
about the texts as a
conscious construct and
thereby address AO2.
27.1
In ‘To a Daughter Leaving Home’, how does the poet present the speaker’s
feelings about her daughter?
[24 marks]
Slide 55
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Paper 2 Section C: unseen poetry sample question
Question outlines focus for
comparison.
27.2
In both ‘Poem for My Sister’ and ‘To a Daughter Leaving Home’ the speakers
describe feelings about watching someone they love grow up. What are the
similarities and/or differences between the ways the ways the poets present
these feelings?
[8 marks]
Slide 56
Further scaffolding to
support comparison.
Copyright © AQA and its licensors. All rights reserved.
Focus on methods to
highlight AO2.
Resources and support from AQA
Choosing the right qualification
•
•
•
•
•
Results: reviewing and
planning for
improvement
•
•
•
•
Enhanced Results Analysis
Teacher support feedback
meetings
Examiner reports
Candidate exemplars with
examiner commentary
Draft specification
Draft question papers and mark schemes
Specification at a glance
Summary of changes
Documents to help you compare exam boards’
specifications
Planning your course
Assess: preparing for
exams
•
•
•
Slide 61
•
360°
SUPPORT
Specimen question papers and
mark schemes
Additional sample questions
Candidate exemplars with
examiner commentary
Copyright © AQA and its licensors. All rights reserved.
•
•
•
Teacher support launch
events
Teacher support preparing
to teach events
Schemes of work
Guidance on teaching
GCSE English Literature
Teaching your students
•
•
•
•
Resources linked to topics in the
specification and throughout the teaching
year (plan, teach, assess, results)
Command words used in exams
Publisher textbooks and digital resources
Direct access to subject teams
GCSE Literature resources
•
•
•
•
•
•
•
•
•
Commentary and student responses.
Free printed anthologies for poetry and short
stories.
Expanded and evolved Digital Anthology.
Comprehensive 19th century scheme of work
for Key Stage 3.
Study guides for 19th century set texts.
Additional sample questions.
Support with course planning.
Network of subject advocates.
Best practice schools.
Slide 62
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AQA resources
Include:
•
AQA website
•
e-AQA
•
secure key materials
•
ERA (Enhanced Results Analysis)
•
training courses
•
preparing to teach events
•
publishers
•
AQA family of businesses.
Slide 63
Copyright © AQA and its licensors. All rights reserved.
Contact points for more information and guidance
•
Customer Support Managers
english-gcse@aqa.org.uk
0161 953 7504
•
Teacher Support and CPD Managers
teachercpd@aqa.org.uk
0161 957 3646
•
AQA website: aqa.org.uk
Slide 64
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Thank you
Slide 66
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Follow us on Twitter @AQACPD.