Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Language for Post-16 providers Online Launch Autumn 2015

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Our Promises - English Post 16 Building confidence in English post-16 Life-long skills for the real world Support resources specifically designed to help you plan and deliver GCSE English as a resit post-16 Assessment support to help you understand your students’ needs and prepare them for the exam Qualifications training and CPD for help with post- 16 delivery Evidence based approaches for real progress T Tools for progression tracking Personal support from our team of experts

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Agenda Update and key changes GCSE English Language Support Key contact information

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Poll: Which Awarding Body do you currently work with?

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level UPDATE AND KEY CHANGES

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Changes to all GCSEs Fully linear structure and updated subject criteria for content and assessment. New 9-1 grading scale with 9 being the top level. Tiering only in certain subjects such as Maths and Science. Policy of external assessment only unless non- examined assessment (coursework) is the only valid option

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Specification Current Summer series as normal Final GCSE examinations New Specifications in centres First teaching of 2 year course First teaching of 1 year course First GCSE examinations What does this mean for GCSE English? From 2015, only GCSE English Language and GCSE English Literature will be available The last assessment for the current GCSEs will be June 2016 with a resit available for English and English Language in November 2016 The reformed GCSEs will be reported in the 2017 performance tables:

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above. Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above. The bottom of grade 1 will be aligned with the bottom of grade G. Grading

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE ENGLISH LANGUAGE

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Changes to subject criteria GCSE English Language Reading - 50% of the GCSE –Students are required to answer questions on unseen 19 th, 20 th and 21 st century texts –These texts must cover fiction, non-fiction and literary non- fiction Writing - 50% of the GCSE –SPaG has an increased weighting of 20% (including a range of vocabulary and sentence structure for clarity, purpose and effect and accurate spelling and punctuation) Minimum examination time of 3 hours 45 mins

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Changes to subject criteria Spoken Language endorsement Speaking and Listening is renamed as Spoken Language and assessed as a separate endorsement Students will be required to present to an audience on a topic of their choice and listen to, and answer, questions Centres will select a sample of candidates to record and send for moderation, based on guidance common to all ABs Students will be awarded a pass, merit or distinction and this will be printed on the GCSE certificate in a separate line

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Language Paper 1 – 1 hr 45 mins (40%)Paper 2 – 2 hrs (60%) Section A: Unseen 19 th Century fiction Extract will be approximately 650 words in length Shorter response questions will focus on close analysis of the text; longer response questions will ask students to show their understanding of the whole text Section B: Creative Writing Choice of 2 tasks linked to the theme of the 19 th century fiction One task will include images to help students address the task Audience and purpose along with SPaG will be assessed Section A: Comparison of two unseen texts from the 20 th and 21 st century One non-fiction; one literary non-fiction Extracts will be approximately 1000 words in total Shorter response questions will focus on close reading of the texts; longer response questions will ask students to compare the texts Section B: Transactional writing Choice of 2 tasks linked to the theme of the texts Newspaper articles, letters etc Audience and purpose along with SPaG will be assessed

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Language Assessment objectives for Reading AOAssessment objective% in GCSE AO1Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different texts 7.5 AO2Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views 15 AO3Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts 8.75 AO4Evaluate texts critically and support this with appropriate textual references 18.75

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level GCSE English Language Assessment objectives for Writing AOAssessment objective% in GCSE AO5Communicate 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 30 AO6Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation 20

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level PAPER 1 AND PAPER 2

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Key Features - Paper 1 The 19th century requirement will always be met via one stand-alone fiction text This provides additional exposure to the sorts of literary heritage texts students will have encountered in English Literature. It will be straightforward for you to find similar texts for teaching and learning.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Key Features- Paper 2 Comparison of modern non-fiction texts This ensures comparison is not limited to differences in language between older and more contemporary texts. Students will be able to develop the skills required to analyse real-world, relevant non-fiction texts of a sort they will encounter in their lives. Again, it will be straightforward for you to find similar texts for teaching and learning.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Key Features Clear, straightforward paper structure Both papers have a clear identity (Paper 1 = fiction/creative; Paper 2 = non- fiction/transactional), so it is clear to students what to expect in each case. The higher weighting for Paper 2 reflects the additional work (comparison, two reading texts) expected of learners in this paper.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Key Features Clear, straightforward timings. There are more questions overall, however there are more short answer questions. Paper 1 timings as a very rough guide are 1 hour for the reading section and minutes for the writing section. Paper 2 timings as a very rough guide are 1 hour 15 minutes for the reading section and for the writing section.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Key Features Reading and Writing linked Papers linked by a theme: reading provides students with a stimulus and a model for their writing. A choice of writing tasks per paper. An optional set of images to provide an additional stimulus for learners in the imaginative writing section.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level SPOKEN LANGUAGE

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Spoken Language endorsement Spoken language assessments will be assessed by teachers using a set of criteria that will be common across all exam boards. There will be three levels of achievement, “Pass”, “Merit” and “Distinction”, and one outcome indicating the required standard was not met. This will be called “Not Classified”. A student must meet all of the criteria in relation to a level to be awarded that level. The criteria for spoken language assessments are common to all exam boards (see following slides) Centres will be required to select and submit a sample of audio-visual recordings of their students for monitoring.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level General Criteria To be awarded a Pass, Merit or Distinction a Learner must be audible, and use Spoken Standard English which, for the purposes of the spoken language assessment, means that a Learner must – be intelligible, and generally use language appropriate to the formal setting of the presentation. Marking Criteria

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Marking Criteria PassMeritDistinction In addition to the general criteria, to be awarded a Pass a Learner's performance in his or her spoken language assessment must meet all of the following criteria – expresses straightforward ideas/information/ feelings, makes an attempt to organise and structure his or her presentation, makes an attempt to meet the needs of the audience, and listens to questions/feedback and provides an appropriate response in a straight forward manner. In addition to the general criteria, to be awarded a Merit a Learner's performance in his or her spoken language assessment must meet all of the following criteria – expresses challenging ideas/information/ feelings using a range of vocabulary, organises and structures his or her presentation clearly and appropriately to meet the needs of the audience, achieves the purpose of his or her presentation, and listens to questions/feedback responding formally and in some detail. In addition to the general criteria, to be awarded a Distinction a Learner's performance in his or her spoken language assessment must meet all of the following criteria – expresses sophisticated ideas/information/feelings using a sophisticated repertoire of vocabulary, organises and structures his or her presentation using an effective range of strategies to engage the audience, achieves the purpose of his or her presentation, and listens to questions/feedback, responds perceptively and if appropriate elaborates with further ideas and information.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Format: Could include: (a)A speech or talk by a Learner, followed by questions from the audience or (b)a formal dialogue, such as an interview where the Learner is able to prepare extended responses to questions or prompts which have been shared in advance, followed by questions from the audience. Audience: (a)an audience consisting of at least two people can be more likely to create the circumstances under which a Learner can demonstrate the knowledge, skills and understanding necessary to reach the higher specified levels of attainment in the spoken language assessment. (b)an audience should be composed of individuals able to provide the Learner with opportunities to respond to appropriate questions Format of presentation and Audience

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level OfQual require that: a)Each Centre which delivers spoken language assessments provides the awarding organisation with a complete and unedited audiovisual recording of the evidence generated in that assessment by a sample of Learners b) It uses those recordings as part of the means by which it determines whether or not – (i) the spoken language assessment remains fit for purpose (ii) the criteria against which Learners' performance is differentiated are being applied accurately and consistently by Assessors in different Centres and by Assessors in the same Centre. Edexcel will only require centres to record a sample of students rather than the whole cohort. Recording and monitoring

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level SUPPORT

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Supporting you through the changes Understanding the standard Planning and delivery Teaching and learning Personal support Tracking progress Training from Pearson

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Understanding the standard We will provide you with information and support to help you understand the standard: Comprehensive banks of exemplar student work and examiner commentaries derived from our trialling with centres Mark schemes that have been researched and trialed Extensive training for all units Additional sample papers Training on delivering units and marking mocks Local network groups Subject advisor

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Planning and delivery We will provide you with the best support: One year course planners, outlining different delivery approaches and taking into account post-16 issues an editable scheme of work to save you time a Getting Started guide with detailed guidance a free, downloadable unseen preparation anthology for GCSE English language support packs for new topic areas.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Teaching and Learning We are teaming with academic partners University of Exeter and Kings College London Creating powerful support built around trialled, evidence- based pedagogies Specifically designed to help overcome critical barriers to progress in the English curriculum Providing you with free teaching support based on these pedagogies To access these free resources please complete an ‘Intention to Offer’ form on the website

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Grammar for Writing In partnership with Debra Myhill and University of Exeter Recent study at KS4 showed teaching contextualised grammar had a statistically significant impact on reading and writing –Positive impact on language analysis, sentence structure, punctuation and spelling –Impact was measured using new Edexcel GCSE Language SAMs, and results were marked by Edexcel examiners

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Grammar for Writing – Free unit of work Free lesson support for you to put the pedagogy into practice 1 unit of work, comprised of 9 lessons –Lesson plans, Powerpoints, Worksheets, other assets –Developed by Debra Myhill and her team –Trialled and reviewed content Available NOW online via ActiveTeach, for front- of-class use or easy download- complete an ITO to receive access

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Grammar for Writing Lesson plan, PowerPoints and worksheets can be downloaded or launched straight from the website

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Grammar for Writing – Live exam reports Reporting on students’ use of SPaG in exams Debra and her team will be assessing live student exam scripts and writing a report analysing: –Grammatical aspects of student writing at sentence level –Paragraph and textual organisation –Composition and effect Reports will help teachers to pinpoint areas of concern First report available now, based on June 2014 exam series

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Let’s Think in English In partnership with Kings College London Teaching programme developed by a team at Kings College London Pedagogy underpinned by a research trial Helps students develop thinking skills necessary for success in English –Builds skills of inference, deduction and analysis –Builds confidence in unseen texts in exams –Lessons are based on discussion, problem solving and structured reflection

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Let’s Think in English – Free lessons Free support to put the pedagogy into practice 5 free lessons –Lesson plans, Powerpoints, Worksheets, other assets –Developed, trialled and reviewed by Kings College London Lessons based on text types for the new GCSEs: –19 th century fiction –20 th century literary non-fiction –Modern direct non-fiction Available NOW online via ActiveTeach- please complete an ITO to receive access

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Let’s Think in English Lesson plan, PowerPoints and worksheets can be downloaded or launched straight from the website

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Published Resources We are committed to helping teachers deliver our Edexcel qualifications and students to achieve their full potential To do this, we aim for our qualifications to be supported by a wide range of high-quality resources, produced by a range of publishers, including ourselves However, it is not necessary to purchase endorsed resources to deliver our qualifications

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Pearson Published Resources Our new resources have been developed in exclusive partnership with the University of Exeter and King’s College London to incorporate both the Grammar for Writing and the Let’s Think in English pedagogies, designed to help with improving writing, and building confidence with unseen texts. New resources include: -Text Anthology: one Student Book packed with texts providing the context for the resources on the ActiveLearn Digital Service. -Active Learn Digital Service: one annual subscription gives you full access to our interactive front-of-class teaching, planning and assessment service: a wealth of resources to support every extract in the Anthology. -Revision Guide and Workbook: new Revision Guide and Workbook written to support your students with their GCSE mocks and final exam preparation. -In-school Professional Development Training to help you and your department get the most from your resources.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Professional Development Face-to-face training sessions to support you with the Grammar for Writing and Let’s Think in English pedagogies Developed and delivered by teams at: University of Exeter King’s College London

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level CONTACT INFORMATION

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Contact information English Subject Advisor, Clare Haviland: To arrange a visit from a local consultant please For specifications, assessment materials, planners and schemes of work please visit: gcses/english-language-9-1-post-16-resits.html To complete an ‘Intention to Offer’ and receive the free Active Teach resources please visit: html