For first teaching in 2015 and for first assessment in 2017
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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
Paper 2
• Content and question types
Support and resources
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• To understand the key elements of the specification structure, teaching content and assessment.
• To start thinking about the implications for teaching and learning.
• To review the resources and support available from AQA.
• To enable any questions to be aired about the specification – and set out ways that these can be answered by the English subject and curriculum adviser team.
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• 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 Literature.
• The new specification is for teaching from September 2015 with first assessment in summer 2017.
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• An accessible and enabling qualification for all abilities of learner.
• An assessment journey that supports students through each paper to make it a positive and engaging experience for all.
• Two clear and distinct identities: Explorations in Creative Reading and Writing , and Writers’ Viewpoints and Perspectives.
• NFER: “The AQA specification for English Language is innovative, combining reading and writing in each of the two papers. This is effective as the reading texts serve a double purpose: as the basis for comprehension questions and as supporting text for the writing tasks”.
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• Paper 1: Explorations in creative reading and writing.
• Paper 2: Writers’ viewpoints and perspectives.
• Spoken Language as a separate endorsement.
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Assessment Objective
• Identify and interpret explicit and implicit information and ideas.
•
Select and synthesise evidence from different texts.
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Assessment Objective
• Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
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Assessment Objective
• Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.
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Assessment Objective
• Evaluate texts critically and support this with appropriate textual references.
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Assessment Objectives
AO5
• Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
• Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
AO6
• Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
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Slide 12

Paper 1
Total Paper 1
Paper 2
Total Paper 2
Overall GCSE English
Language
AO1
AO2
AO3
AO4
AO5
AO6
AO1
AO2
AO3
AO5
AO6
Assessment Objective
AO1
AO2
AO4
AO5
AO6
Grand Total
16
28
16
20
48
32
160
12
12
16
24
16
80
20
24
16
80
No of Marks
4
16
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Slide 13
% of total GCSE marks
2.5%
10%
12.5%
15%
10%
7.5%
7.5%
10%
15%
10%
10% Allowed range (5-10%)
17.5% Allowed range (10-20%)
10% Allowed range (5-10%)
12.5% Allowed range (10-20%)
30%
20%
100%

• Two distinct papers, each of similar length and demand to minimise assessment fatigue and encourage equal performance.
• Integrated reading and writing tasks on both papers to support learning.
• Assessment of a single AO per question.
• Consistency of questions on same papers in same sequence each series.
• A range of question types and strategies – Simplicity and symmetry in the way both papers provide a learning scaffold and develop progression.
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• Commitment to define which texts will be assessed on which paper.
• Co-teachable with GCSE English Literature.
• Writing tasks with a choice of stimulus materials.
• Assessment of technical accuracy through candidates’ own writing.
• Commentary document and student responses appendix.
• KS3 papers to support effective formative and summative assessments of progress.
Slide 15
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1 hour and 45 minutes: includes 15 minutes reading time
Section A:
• 40 marks for reading (25% of the qualification)
• 4 reading questions: 4+8+8+20 marks
Section B:
• 40 marks for writing (25% of the qualification)
• 1 writing question: 24+16 marks
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• Reading a single source drawn from literature fiction in order to consider how established, modern and emerging writers use narrative and descriptive techniques to capture the interest of readers.
• The genre of the source will be literature prose fiction such as extracts from novels and short stories and focus on openings, endings, narrative perspectives and points of view, narrative or descriptive passages, character developments, atmospheric descriptions and other appropriate narrative and descriptive approaches.
• The source for the reading questions will be selected from the 20 th or 21 st centuries.
• 40 marks in total.
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Slide 19

Assessment Objectives
The paper will assess in this sequence:
• AO1 4 marks
• AO2 16 marks
• AO4 20 marks
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Read again the first part of the source, lines 1 to 7.
List four things from this part of the text about the weather.
a b c d
[4 marks]
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Look in detail at this extract from lines 8-17 of the source.
The wind came in gusts, at times shaking the coach…
How does the writer use language here to describe the effects of the weather?
You could include the writer’s choice of:
• words and phrases
• language features and techniques
• sentence forms.
[8 marks]
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You now need to think about the whole of the source .
This text is from the opening of a novel.
How has the writer structured the text to interest you as a reader?
You could write about:
• what the writer focuses your attention on at the beginning
• how and why the writer changes this focus as the extract develops
• any other structural features that interest you.
[8 marks]
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Focus this part of your answer on the second half of the source , from line 18 to the end .
A student, having read this section of the text said: “The writer brings the very different characters to life for the reader. It is as if you are inside the coach with them.”
To what extent do you agree?
In your response, you could:
• write about your own impressions of the characters
• evaluate how the writer has created these impressions
• support your opinions with quotations from the text.
[20 marks]
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Slide 24

Question 4
To a large extent, I agree with the reader.
Evaluates clearly
Relevant quotations
Clearly explains views
I think because the writer had described the characteristics. The weather also helps as I feel that each character’s view as they saw the weather allows us to empathise with their feelings.
For example, the fact that all the passengers “huddled together” for warmth, exclaiming in unison” shows that they are all cold and frightened for they “huddled together”. They must all be terrified and are feeling and thinking the same. They are “exclaiming in unison”. The use of the word “exclaiming” just shows us how scared they must be, and how terrified because of the weather. By them all being together and acting as one, I feel as if I am there too, with them.
Some perceptive comment
Selects relevant quotations
As Mary Yellan sits in the “opposite corner” from the others implies that she feels secluded and alone but she sits where rain fell through a crack in the roof. I am sympathetic towards her and feels as though I want to go and comfort her in some way. Especially because her eyes were “fixed” on the window and she seemed to be hoping “with desperate interest that some ray of light would break the heavy blanket of sky”. The use of the the descriptive phrase
“desperate interest” shows that she is hoping with all her might that something will happen and stop herself and the others on the coach, feeling discombobulated. Normally blankets make you feel protected and warm, but in this case, she was hoping that “some ray of light would break the heavy blanket”. This blanket was smothering and suffocating them and she seeked a saviour, the Sun. Reading this, I think and want the same as she does. I feel as though I too am on the coach, seeking protection.
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• Always a choice of written prompt and visual image that is linked to the topic of the reading text in section A.
• Always a creative task focusing on narrative and, or descriptive writing skills: one narration and one description, or two description, or two narration.
• Marks for content and organisation as well as for technical accuracy.
• Mark scheme designed to encourage ambition.
• Section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.
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Assessment Objectives
The section will assess:
• AO5 24 marks
• AO6 16 marks
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You are going to enter a creative writing competition. Your entry will be judged by a panel of people of your own age.
Either: Write a description suggested by this picture:
Or: Write the opening part of a story about a place that is severely affected by the weather.
[24 marks for content and organisation
16 marks for technical accuracy]
[40 marks]
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1 hour and 45 minutes: includes 15 minutes reading time
Section A:
• 40 marks for reading (25% of the qualification)
• 4 reading questions: 4+8+12+16 marks
Section B:
• 40 marks for writing (25% of the qualification)
• 1 writing question: 24+16 marks
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Paper
1
Paper
2
Q1 Q2 Q3
AO1 AO2 AO2
List 4 things… How does the writer’s
use of language…
How does the
structure…
Identify explicit information
Identify explicit ideas
Comment, explain, analyse
Comment, explain, analyse
8 marks 8 marks
4 marks
AO1 AO1
AO2
True/false statements… Write a summary…
How does the
Explicit and implicit ideas and information
writer’s use of synthesis of explicit and implicit ideas and information language…
Comment, explain, analyse
4 marks 8 marks
12 marks
Q4
AO4
To what extent do you agree?
Evaluate texts critically
20 marks
AO3
How the writers present…
Compare writers’ ideas and perspectives, and how they are conveyed
16 marks
Q5: Writing
AO5/AO6
Descriptive or narrative writing
Communicate clearly
Organise information
Use a range of vocab and sentence structure
Accurate spelling and punctuation
AO5/AO6
Students write about their own views
Communicate clearly
Organise information
Use a range of vocab and sentence structure
Accurate spelling and punctuation
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Slide 34

• To develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives.
• Two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader.
• Sources will be drawn from the 19 th century, and either the 20 th or 21 st centuries depending on the time period selected for paper 1 in each series.
• Choice of genre for the sources will be non-fiction and literary non-fiction such as high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, reports, autobiography and biographical passages or other appropriate non-fiction and literary non-fiction forms.
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Slide 35

Assessment Objectives
The section will assess in this sequence:
• AO1 12 marks
• AO2 12 marks
• AO3 16 marks
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Read again source A , from lines 1 to 15.
Choose four statements below which are TRUE.

Shade the boxes of the ones that you think are true

Choose a maximum of four statements.
D
E
F
A
B
C
G
Jay Rayner has good memories of his time in school.
Jay Rayner was happy to help his son with his homework.
As a boy, Jay Rayner worried about handing in his homework on Monday mornings.
Jay Rayner could not think of a food metaphor to help his son.
Jay Rayner was very able in school.
As a boy, Jay Rayner did not enjoy doing homework.
Jay Rayner looked forward to receiving feedback from his teachers.
H Jay Rayner makes a joke to cover up his own real exam results .
[4 marks]
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Slide 37

You need to refer to source A and source B for this question:
Use details from both sources. Write a summary of the differences between
Eddie and Henry.
[8 marks]
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Slide 39
Eddie is quite academic and so is Henry but Eddie doesn’t seem to try particularly hard. ‘He’s irritatingly good at it’ and ‘he is too busy killing things, while talking on Skype! This suggests he wants to do well and does do well, without trying very hard, and is living in comfort.
Whereas Henry is having a very uncomfortable time at boarding school, ‘our bread is nearly black’, suggesting they have very scarce or low quality food but Henry works hard and looks after himself unlike
Eddie. Henry also does not have his father’s support as Eddie does. Eddie just ignores his father as he comes into the room but Henry is pleading to see his father at all. ‘If God permit me to live as long,’ this shows that Henry is basically saying how desperate he is! This contrasts with Eddie, who doesn’t realise how lucky he is!
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You now need to refer only to source B , the letter by Henry written to his father.
How does Henry use language to try to influence his father?
[12 marks]
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For this question, you need to refer to the whole of source A together with source B , the father’s letter to a family friend.
Compare how the two writers convey their different attitudes to parenting and education.
In your answer, you should:
• compare their different attitudes
• compare the methods they use to convey their attitudes
• support your ideas with quotations from both texts.
[16 marks]
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Jay Rayner clearly has a much closer relationship with his son than Henrys father in Source 2. There is a physical closeness in that Jay and his son live in the same house and share everyday life and concerns, whereas Henry lives away from his father at boarding school and rarely comes home, “It is now two years come October since I left you at
Islington.” This means that Henry’s father has no real idea of Henry’s everyday life and concerns apart from the occasional letter.
Jay Rayner clearly empathises with his son’s concerns, including homework and decides to “share a little solidarity” by attempting his maths homework. While Henry’s father has to rely on the intervention of a friend to find out more about Henry’s problems and asks him to “ascertain whether you think it would be advisable for me to send for them home.”
Jay Rayner writes in an informal tone which matches his relaxed and more modern approach to parenting. He talks about children, such as his who “take the mickey” out of their parents. Henry’s father uses a much more formal tone with his choice of language, “induced to write to you”, “excuse the liberty I take” which reflects the language of the time the letter was written. The letter was to even written to his son, but to a friend.
Both fathers seem to value education but have different approaches to their sons’ learning.
Jay Rayner uses humour to convey his own moderate academic achievement. He confessed that his “grades lined up like a line of Pac-Men doing a conga”. He also uses humour to express his pride at his son’s educational achievement in Maths when he describes him as being “irritatingly good at it.” Irritatingly reflects Jay’s wonder at his son’s natural talent while he struggles.
Henry’s father is very concerned about his son’s education, particularly his spelling “I see several words wrong-spelt.” This is ironic as the father has made grammatical mistakes himself “several words wrong-spelt”. He is unaware of his educational weaknesses whereas Jay Rayner makes a joke
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• The task will require students to produce a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A.
• There will be a single writing task which could use a range of opinions, statements and writing scenarios to provoke a response.
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Assessment Objectives
The section will assess:
AO5 24 marks
AO6 16 marks
Section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.
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‘Homework has no value. Some students get it done for them; some don’t do it at all. Students should be relaxing in their free time.’
Write an article for a broadsheet newspaper in which you explain your point of view on this statement.
(24 marks for content and organisation
16 marks for accuracy)
[40 Marks]
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Choosing the right qualification
•
Draft specification
• Draft question papers and mark schemes
• Specification at a glance
•
Summary of changes
• Documents to help you compare exam boards’ specifications
Results: reviewing and planning for improvement
360
°
SUPPORT
• Enhanced Results Analysis
• Teacher support feedback meetings
• Examiner reports
•
Candidate exemplars with examiner commentary
Assess: preparing for exams
• Specimen question papers and mark schemes
• Additional sample questions
• Candidate exemplars with examiner commentary
Planning your course
• Teacher support launch events
• Teacher support preparing to teach events
• Schemes of work
• Guidance on teaching
GCSE English Language
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
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• Commentary and student responses.
• KS3 assessment tests.
• Free printed anthologies for short stories in
Literature support preparation for Paper 1.
• Expanded and evolved Digital Anthology.
• Collection of sample texts.
• Additional sample questions and commentaries.
• Support with course planning.
• Network of subject advocates.
• Best practice schools.
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Include:
• AQA website
• e-AQA
• secure key materials
• ERA (Enhanced Results Analysis)
• training courses (2014 onwards)
• preparing to teach events (2015)
• publishers
• AQA family of businesses.
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• 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: www.aqa.org.uk
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