1. GCSE Crossover Coursework Pre1914 texts: Shakespeare and the Prose Study

2. Learning Objectives: develop knowledge and understanding of GCSE English syllabuses develop knowledge and understanding of a range of pre-1914 and post 1914 prose texts, including short stories understand requirements for teaching Shakespeare at GCSE, and how they relate to prior learning develop a range of active teaching and learning strategies, appropriate to a GCSE classroom

3. English 2007, AQA Specification A Coursework 40% of the total marks Speaking and Listening (En1) Three assessed activities 20% Two responses to Reading (En2) and two responses to Writing (En3), comprising: ♦ Shakespeare (En2)* (5%) ♦ Prose Study (En2)* (5%) ♦ Media (En3 analyse, review, comment) (5%) ♦ Original Writing (En3 imagine, explore, entertain) (5%) 20% overall *indicates a ‘cross-over’ response (i.e. it can be used to meet the coursework requirements of both GCSE English Specification A and GCSE English Literature Specification A).

4. GCSE English Literature 2007, AQA Specification A Coursework Task 1: Pre-1914 Drama (Shakespeare *) 10% Task 2: Pre-1914 Prose* 10% Task 3: Post-1914 Drama 10% 30% of total marks * indicates a ‘cross-over’ piece (i.e. can be used to meet the coursework requirements of both GCSE English Literature Specification A and English Specification A).

5. Integrated English and English Literature course Where GCSE candidates are entered for both AQA GCSE English Specification A and English Literature Specification A, an integrated course of teaching can be facilitated through: the use of ‘cross-over’ coursework responses both ‘direct’ (in the case of the Shakespeare assignment) and ‘indirect’ (in the use made of a text studied). Coursework Task 4, for example, could be based on the text(s) studied for the Literature paper Section A. Depending on the text(s) chosen, English coursework Task 2 (Prose Study) could provide a direct ‘cross-over’ coursework response with Literature Task 2, Pre-1914 prose; the opportunity to assess oral coursework for both English and English Literature, against the relevant assessment objectives; the provision for each candidate of an AQA Anthology, containing texts for both specifications (see paragraph 8.5). When planning an integrated course, teachers must ensure that the overall content requirements of both specifications are satisfied fully.

6. Task 1 Shakespeare (En2) The task should enable the candidates to demonstrate their understanding of, and engagement with, at least one play by Shakespeare studied during Key Stage 4. If this response is used as a ‘cross-over’ piece for English Literature, then to fulfil the content requirements for the GCSE Subject Criteria for English Literature, it must allow the candidate to demonstrate awareness of social and historical influences, cultural contexts and literary traditions which shaped Shakespeare’s writing and/or which have influenced subsequent interpretations of his work.

7. The form or genre of response is not restricted. Appropriate tasks might include: An analysis of the dramatic contribution(s) of one or more characters to the play as a whole. An analysis of the dramatic qualities of one or more scenes, related to performance issues and/or alternative interpretations and related to the text as a whole, showing how these may be influenced by social or historical factors, or by different cultural contexts. A character study, involving a response to dramatic features of the text and showing understanding of the author’s language, i.e. explaining how character may be presented to an audience through interpretation of action and language, thereby showing an understanding of literary and theatrical contexts. Reflections on theatre, film or television performances of a play in relation to the published text and the medium’s cultural context. An oral assessment in which the candidate proposes and is questioned on a particular approach to a performance, justifying his/her ideas by reference to the text and its historical and social influences. Note that although responses may be performance-based, or may relate to representations of a text in different media, there must be sufficient evidence of textual knowledge to allow a candidate’s response to be assessed against the appropriate criteria.

8. Task 2 Prose Study (En2) The task should enable candidates to demonstrate their response to a substantial text chosen from the English literary heritage as described in the Programmes of Study in English: the National Curriculum for England. For the purposes of this specification, ‘substantial’ means either a novel or a minimum of five or six short stories. Where a collection of short stories is chosen, the reading should be seen to have a similar demand to that of a novel in terms of complexity, range and sustained reading. If the response is to be for English only then the text(s) may be chosen from either the prescribed list of pre-1914 prose authors or from the works of a post-1914 prose author in the English literary heritage (see Appendix E). A post-1914 text must be written by an author with a well established critical reputation, and must be of sufficient substance and quality to merit serious study. Centres preparing candidates for both English and English Literature Specification A have the option of basing this coursework task on the same post-1914 text studied for Section A of the English Literature Specification A examination.

9. If the Task 2 Prose Study response is to be used as a ‘cross-over’ piece for English Literature coursework, then to fulfil the content requirements of the GCSE Subject Criteria for English and English Literature, it must be based on a pre-1914 text written by an author chosen from the prescribed list of pre-1914 authors (see Appendix E). It must also allow the candidate to demonstrate awareness of social and historical influences on texts and the cultural contexts within which they were written or are set, together with the significance of relevant literary traditions.

10. Appropriate ‘cross-over’ assignments, to be used as coursework for both GCSE English Specification A and GCSE English Literature Specification A, might include the following: An analysis of the significance of a chapter of a novel to the text as a whole, which will show awareness of particular historical or social influences, for example in a novel by Dickens. Exploring the author’s approach to a particular theme or character in a novel or across a range of short stories noting the effects of social, historical or cultural influences on the text. An examination of a genre such as the detective story in a range of stories by Arthur Conan Doyle showing knowledge of literary tradition and of a social or historical or cultural context. A comparison of the approach to a particular issue or theme, such as relationships between men and women, showing awareness of cultural contexts, across a range of short stories. A study of the author’s use of settings in the novel or a range of short stories showing knowledge of literary contexts. A structured interview with the teacher concerning the candidate’s response to and understanding of key features of the text, to the author’s choices of language and structure, and to the social, historical and cultural context of the text.

11. Task Plan the first three lessons of a 6 week Scheme of Work (MTP) leading to a piece of coursework that will be submitted for En2 in English and Literature. You will be allocated either: Shakespeare/pre 1914 drama – Romeo and Juliet, which you have chosen to do as an Oral Assessment instead of in written form OR Prose Study – The Red Room by H G Wells is the first of a selection of Pre-1914 short stories you have chosen to meet the prose study criteria. You will present your opening plans of a SOW to another group who have been working on the other task.

12. Group presentation of ideas –Present overview of your ideas to other group –Group listening to note down 3 strengths of lessons/ideas etc, alongside 2 issues for further development or further consideration 20min –The best of the best? Feedback to whole group any particular ideas/activities you thought particularly effective 5min

13. Assessing coursework: In groups use the mark schemes in your seminar packs to assess the pieces of coursework for Prose Study and Shakespeare Place each piece within a grade boundary, then try allocating specific mark Feedback marks, offering justification and referring specifically to skills referred to in grade criteria The actual marks are….

14. Plenary List the key challenges posed by assessment at GCSE level Why is it important to be mindful of final assessment when beginning planning for coursework? Look back at your own plans – how will ongoing assessment be used in order to prepare pupils for a coursework task? Identify the different assessment methods you will use in the first 3 lessons.