Schemes of Work
GCE English Language B
Teacher Resource Bank / GCE English Language B/ Schemes of Work / Version 1.0
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
SCHEMES OF WORK – EXAMPLE ONE
SUMMER ENTRY FOR ENGB1 & ENGB2
Teacher One




Teacher Two
AUTUMN TERM
ENGB1 – CATEGORISING TEXTS
p. 5-6 in the specification for Unit Content
Please see Resources List for helpful texts, websites & related activities
Please find sample papers and Mark Schemes on the AQA website
Introduction to written text analysis –
teaching should focus around the use of a
variety of written texts
Issues of purpose / audience / context
Key features of a variety of written genres
Key concepts: register / mode / idiolect /
dialect / sociolect
Use of linguistic methods for textual
analysis: lexis / grammar / phonetics /
pragmatics / discourse / graphology

Introduction to spoken data analysis –
teaching should focus around the use of a
variety of spoken texts: ‘real’ and represented

 Key differences between spoken and written

modes

 Key concepts: register / mode / idiolect /
dialect / sociolect

 Use of linguistic methods for analysis of
spoken data: lexis / grammar / phonetics /
discourse
 Transcription activities
 Analysis of represented speech
ENGB2 – CREATING TEXTS
ENGB1 – CATEGORISING TEXTS (CONTINUED)
 p. 7-10 in the specification for the Unit Content  Introduction to categorising data (see p. 5 of
spec for possible ‘groupings’)
 Teacher-led delivery of 3 – 4 different style
 See Resources List for helpful texts and
models (see Teacher Support Materials for
exemplar style models)
webpages for grouping activities
 Style models might include:
 Use sample papers to scaffold activities
a) Reviews
 See Teacher Support Materials for lesson ideas
b) Short stories
relating to working with data e.g. ‘How planned?’
c) Opinion journalism
activity and ‘Snack Categorising’ activity
 Content should cover deconstructing of style
 Create sample papers and peer mark
models (building on introductory data analysis
skills); use of style models as a springboard
into students’ own writing; commentary writing
 Students might produce an example of each
style of writing and then choose one to
develop into the first piece for the coursework
folder with the accompanying style model,
evidence of planning and commentary
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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SUMMER TERM
SPRING TERM
ENGB1 – CATEGORISING TEXTS
(CONTINUED)
ENGB2 – CREATING TEXTS (CONTINUED)

LANGUAGE & GENDER
 Please see Resources List for helpful texts
and p.6 of the specification for topic content
(nb. teaching should focus around the use of
a wide variety of data)
 Introduction to Language & Gender
including: PC and sexist language / marked
and unmarked forms / generic ‘male’ terms /
context etc
 Focus on data dealing with attitudes towards
gender
 Representation of gender in novels /
advertising / plays and other texts
 Conversation analysis of single-sex and
mixed-sex conversations
 Use of relevant ideas from language study
to inform data analysis
 Use of sample questions to scaffold
teaching and learning



Teacher-led delivery of 3 – 4 different style
models (see Teacher Support Materials for
exemplar style models)
Style models might include:
a) Scripts
b) Speeches
c) Persuasive ‘junk mail’ / leaflets / articles
Content might should cover deconstructing of
style models (building on introductory data
analysis skills); use of style models as a
springboard into students’ own writing;
commentary writing
Students might produce an example of each
style of writing and then choose one to
develop into a final piece for the coursework
folder with the accompanying style model,
evidence of planning and commentary
ENGB1 – CATEGORISING TEXTS
(CONTINUED)
ENGB1 – CATEGORISING TEXTS
(CONTINUED)
LANGUAGE & TECHNOLOGY
 Please see Resources List for helpful texts
and p.6 of the specification for topic content
(nb. teaching should focus around the use of
a wide variety of data)
 Introduction to Language & Technology
including mode / mixed mode / interactivity /
context etc
 How language is shaped by technology in:
telephone / radio / TV / computer
 The social practices surrounding these
forms of communication and attitudes
towards new and developing technologies
 Use of relevant ideas from language study
to inform data analysis
 Use of sample questions to scaffold
teaching and learning
LANGUAGE & POWER
 Please see Resources List for helpful texts
and p.6 of the specification for topic content
(nb. teaching should focus around the use of a
wide variety of data)
 Introduction to Language & Power including
address forms / context / social groups and
inequalities etc
 Focus on data dealing with attitudes towards
power
 Representation of power in official documents,
media texts, advice leaflets and other texts
 Conversation analysis of interviews, debates,
consultations and other spoken data
 Use of relevant ideas from language study to
inform data analysis
 Use of sample questions to scaffold teaching
and learning
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
3 of 7
ENGB2 – CREATING TEXTS
 Completion of coursework folders
 See p.7 of the specification for Unit details
 Check: 2 pieces of writing with evidence of planning; accompanying annotated style
models; 2 commentaries
 Internal assessment. See p. 9-10 for Assessment Criteria. Use moderation materials to
scaffold assessment
REVISION ACTIVITIES – ENGB1 – CATEGORISING TEXTS
 See Teacher Support Materials for a variety of helpful activities relating to revision for
the final examination
 Also see the Resources List for helpful texts and web-based activities
 Use of sample papers and questions for examination preparation
 Use of previous ENB1 & relevant ENB2 papers for practice questions
 Paper making activities and peer marking
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
4 of 7
SCHEMES OF WORK – EXAMPLE TWO
JANUARY ENTRY ENGB2; SUMMER ENTRY ENGB1
Teacher One
Teacher Two
AUTUMN TERM
ENGB1 – CATEGORISING TEXTS
 p. 5-6 in the specification for Unit Content
 Please see Resources List for helpful texts, websites & related activities
 Please find sample papers and Mark Schemes on the AQA website
 Introduction to written text analysis –
 Introduction to spoken data analysis –
teaching should focus around the use of a
teaching should focus around the use of a
variety of spoken texts: ‘real’ and
variety of written texts
represented
 Issues of purpose / audience / context
 Key differences between spoken and written
 Key features of different written genres
modes
 Key concepts: register / mode / idiolect /

Key concepts: register / mode / idiolect /
dialect / sociolect
dialect / sociolect
 Use of linguistic methods for textual
 Use of linguistic methods for analysis of
analysis: lexis / grammar / phonetics /
spoken data: lexis / grammar / phonetics /
pragmatics / discourse / graphology
discourse
 Transcription activities
 Analysis of represented speech
ENGB2 – CREATING TEXTS
ENGB2 – CREATING TEXTS
 p. 7-10 in the specification for the Unit
 Teacher-led delivery of 3 – 4 different style
models (see Teacher Support Materials for
Content
exemplar style models)
 Teacher-led delivery of 3 – 4 different style
 Style models might include:
models (see Teacher Support Materials for
a) Scripts
exemplar style models)
b) Speeches
 Style models might include:
c) Persuasive ‘junk mail’ / leaflets / articles
a) Reviews
 Content should cover deconstructing style
b) Short stories
models (building on introductory data
c) Opinion journalism
analysis skills); use of style models as a
 Content should cover deconstructing style
springboard into students’ own writing;
models (building on introductory data
commentary writing
analysis skills); use of style models as a

Students should produce an example of
springboard into students’ own writing;
each style of writing and then choose one
commentary writing
to develop into a final piece for the
 Students should produce an example of
coursework folder with the accompanying
each style of writing and then choose one to
style model, evidence of planning and
develop into the first piece for the
commentary
coursework folder with the accompanying
style model, evidence of planning and
commentary
ENGB2 – CREATING TEXTS – COURSEWORK ASSESSMENT
 Completion of coursework folders; see p.7 of the specification for Unit details
 Check: 2 pieces of writing with evidence of planning; accompanying annotated style models; 2
commentaries
 Internal assessment. See p. 9-10 for Assessment Criteria. Use moderation materials to scaffold
assessment.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
5 of 7
ENGB1 – CATEGORISING TEXTS
(CONTINUED)





SPRING TERM
ENGB1 – CATEGORISING TEXTS
(CONTINUED)
Introduction to categorising data (see p. 5 of
the specification for possible ‘groupings’)
See Resources List for helpful texts and
webpages for grouping activities
Use sample papers to scaffold activities
See Teacher Support Materials for lesson
ideas relating to working with data e.g. ‘How
planned?’ activity and ‘Snack Categorising’
activity
Create sample papers and peer mark
ENGB1 – CATEGORISING TEXTS
CONTINUED
LANGUAGE & TECHNOLOGY
 Please see Resources List for helpful texts
and p.6 of the specification for topic content
(nb. teaching should focus around the use of
a wide variety of texts)
 Introduction to Language & Technology
including mode / mixed mode / interactivity /
context etc
 How language is shaped by technology in:
telephone / radio / TV / computer
 The social practices surrounding these
forms of communication and attitudes
towards new and developing technologies
 Use of relevant ideas from language study
to inform data analysis
 Use of sample questions to scaffold
teaching and learning
LANGUAGE & GENDER
 Please see Resources List for helpful texts
and p.6 of the specification for topic content
(nb. teaching should focus around the use of
a wide variety of texts)
 Introduction to Language & Gender
including: PC and sexist language / marked
and unmarked forms / generic ‘male’ terms /
context etc
 Focus on data dealing with attitudes towards
gender
 Representation of gender in novels /
advertising / plays and other texts
 Conversation analysis of single-sex and
mixed-sex conversations
 Use of relevant ideas from language study
to inform data analysis
 Use of sample questions to scaffold
teaching and learning
ENGB1 – CATEGORISING TEXTS
CONTINUED
LANGUAGE & POWER
 Please see Resources List for helpful texts
and p.6 of the specification for topic content
(nb. teaching should focus around the use of
a wide variety of texts)
 Introduction to Language & Power including
address forms / context / social groups and
inequalities etc
 Focus on data dealing with attitudes towards
power
 Representation of power in official
documents, media texts, advice leaflets and
other texts
 Conversation analysis of interviews,
debates, consultations and other spoken
data
 Use of relevant ideas from language study
to inform data analysis
 Use of sample questions to scaffold
teaching and learning
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
6 of 7
SUMMER TERM
REVISION ACTIVITIES – ENGB1 – CATEGORISING TEXTS
 See Teacher Support Materials for a variety of helpful activities relating to revision for
the final examination
 Also see the Resources List for helpful texts and web-based activities
 Use of sample papers and questions for examination preparation
 Use of previous ENB1 & relevant ENB2 papers for practice questions
 Paper making activities and peer marking
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
7 of 7