1. Pearson Edexcel International GCSE
Getting Ready to Teach
Pearson Edexcel International GCSE
(9–1) English Language A Specification 4EA1 from September 2016
This presentation has been presented to teachers at our Getting Ready to Teach events in 2016
The slides and the script below are designed to talk you through the changes to the specification and answer any questions you might have.
The script will refer to the following documents:
International GCSE English Language A specification
International GCSE English Language A Sample Assessment Materials (SAMs)
International GCSE English Language A Delegate pack
International GCSE English Language A Anthology
International GCSE English Language A Getting Started Guide for Teachers
All of these documents are available on the International GCSE webpage here:
Please note that International GCSEs are only available to international schools and independent UK schools. UK state schools should all be teaching the new GCSE (9-1) courses as these are the only qualifications which will be reported in the 2017 performance tables. 1

2. Aims and Objectives
To support you in getting ready to teach our Edexcel International GCSE (9–1) English Language A qualification
You will:
consider the structure and assessment of the new qualification and the support available to guide you through these changes
explore Paper 1, Paper 2 and the coursework route in detail and take part in planning activities
explore possible teaching and delivery strategies for the new qualification.
The aim of this presentation is to ensure that you are clear on the changes to the new International GCSE course for English Language A.
The slides and materials should be read alongside each other and we have included page numbers and references to help you.
The slides will talk through the structure and the assessment of the new course as well as looking in detail, with the use of the SAMs and the exemplars in the delegate booklet, at Paper 1, Paper 2 and Paper 3. We will also discuss the new optional spoken language endorsement.
As well as the qualification itself, we will also discuss the support which is available to you as centres and how you might want to go about teaching the course. 2

3. The International GCSE reforms
New 9–1 grading scale, with 9 being the top level
First examination June 2018
Coursework option retained
Optional Spoken Language endorsement
Assortment of short, extended and essay questions
Favourite anthology texts retained
Fully linear structure
The new 9-1 grading scale has been applied to the new International GCSEs, bringing them in line with the new grading system for GCSE English and all of the other GCSEs in the UK is the top grade with 1 being at the bottom. There is further information about this on slide 4 of this presentation.
The first examination for this reformed International GCSE in English Language is June If you are an International centre, this start date is optional and the first assessment date can be Please note that this option is available to International centres ONLY.
The coursework option, which is currently popular with many of our schools, has been retained and it is still possible for you to take this option instead of paper 2. We will discuss this option in more detail from slide 25 of this presentation.
Instead of Speaking and Listening, there is now a spoken language endorsement. This is an OPTIONAL element for all International GCSE centres and does not contribute to the overall grade but will, instead, be reported in a separate line on the certificate. This option is now available to schools taking both the 100% external examination route and the examination/coursework route.
As you will see from the SAMs and on our website, the new reforms have retained the mixture of short, extended and essay questions which you will be used to seeing if you are currently following the International GCSE course.
After research with teachers, we have revisited and refreshed some of our Anthology texts but have also been able to retain the texts you told us you liked teaching and the texts your students have enjoyed.
The course, as now, is fully linear in structure which means that everything has to be completed at the end of the course i.e. all papers and/or coursework has to be submitted or sat in the same examination window.

4. Grading
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.
This is a diagram and some text provided by Ofqual around the new grading scale. There is lots of additional information on their website and the results of the consultation around grading can be found here:
As this diagram explains, broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above and broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.
It is worth noting from the diagram that the 4 will be aligned to a low C whereas as 5 is aligned to a high C and a low B. The 7, 8 and 9 will be aligned to the A and A* with the 9 being higher than the current A*. Further exemplification can be found here:

5. Simple assessment structure Comparison Texts refreshed
Key elements
Simple assessment structure
Comparison
Texts refreshed
Optional Coursework unit retained
S&L endorsement – optional. It will appear on the certificate as a separately reported grade (Pass, Merit, Distinction)
These are the main elements which have been changed in the reforms. As you can see, we have tried to retain the key elements of the course whilst introducing some changes and reforms.
We have retained the easy to understand assessment structure which will remain constant year on year.
Comparison in paper 1 has been introduced which will require students to compare a text from part A of the anthology with a text they have not read before.
The coursework unit has been retained.
The spoken language endorsement has been introduced as an option for centres wishing to take it. The spoken language endorsement requires students to make a formal speech on a topic of their choice to an audience. The speech should be no longer than 10 minutes including questions. Students will be assessed on their speech as well as their ability to listen to and answer questions. The assessments will be internally marked and externally moderated. Pearson would require videos of a sample of 30 students (if your cohort is over 30) or the entire cohort if your cohort is under 30. The sample can be selected by you but must have 10 of each level (or as much of a range as possible). Students should be marked with the grids provided in the specification (p.26) and awarded either a pass, merit or distinction. Students need to meet all of the descriptors in one band to be awarded that band. For example, they may attain all of the pass criteria and then 3 of the merit criteria but this would still be a pass as they have not attained them all.
All of the information about the spoken language endorsement can be found in the specification from p.25 and there are standardisation videos and commentaries on the website here:

6. Why choose Edexcel International GCSE (9–1) English Language A?
Text types and text choices
Engaging and diverse range of texts, poetry, prose and non-fiction
Coursework and Examination options
Clear and straightforward question papers and mark schemes
Broad and deep development of learners’ skills
Read and respond to material from a variety of sources
Make comparisons between texts and analyse the ways in which writers achieve their effects
Construct and convey meaning in written language, matching style to audience and purpose
Development of spoken language skills
Progression to A Level
The International GCSE has proved to be very popular with schools and colleges both in the UK and internationally as it has a easy to understand structure with chances for enrichment activities and wider reading.
The text types and choices are varied and diverse with a selection of non-fiction texts, poetry and prose from around the world.
The two options allow for a great deal of choice as you can either opt for a 100% external examination route or a 60% examination and 40% coursework route. You can decide the route which is best for all your students.
Students are able to learn the key skills for the study of English including being able to respond to a wide variety of texts, making comparisons and conveying different meanings in their written work.
There is also an opportunity for students to undertake the spoken language endorsement enabling them to give a speech to an audience.
The course provides a good progression to A level as it encouraging wider reading and is primarily skills based.

7. Examination available January and June
Introduction to the Assessment
Paper 1
Non- fiction and
Transactional Writing
SECTION A – Reading
45 marks
SECTION B – Transactional
Writing
Examination
Set and marked externally
2 hours 15 minutes
Total Marks 90
60% of total
Paper 2
Poetry and Prose Texts and
Imaginative Writing
SECTION A – Reading
30 marks
SECTION B Imaginative
1 hour 30 minutes
Total Marks 60
40% of total
Paper 3 (Coursework option)
Teacher-devised assignments
Internally set and assessed
Externally moderated
Total marks 60
This is a very basic outline of the course. More details can be found in your specification on pp.7-9 and later on in this presentation
Paper 1: Non-fiction and transactional writing (examination route) – see pp of the specification
This paper is taken by all students.
It makes up 60% of the total International GCSE and has a total of 90 marks.
The paper is 2 hrs and 15 minutes long.
It is split into 2 sections: Section A- Reading and Section B – Writing.
Paper 2: Poetry and Prose texts and Imaginative Writing (examination route) – see pp of the specification
Students who are taking the 100% externally examined route must take this paper.
It makes up 40% of the total International GCSE and has a total of 60 marks.
The paper is 1 hr and 30 minutes long.
It is split into 2 sections: Section A – Reading and Section B – Writing.
Paper 3: Poetry and Prose texts and Imaginative Writing (coursework route) – see pp of the specification
Students who are taking the coursework route must take this paper.
There are two coursework tasks which are both worth 30 marks.
The Section A: Reading task requires students to write on two texts from part 2 of the anthology and write a short commentary discusses their choice of texts.
The Section B: writing task requires students to write an imaginative piece.
The reading and writing tasks have no prescribed work limit but it is advised that each task should be no more than 1000 words in total.
The tasks are centre-devised and marked and externally moderated by Edexcel.
Examination available January and June

8. These are the assessment objectives for the course.
They are very similar to those for the current specification and will be used to assess students’ performance in reading, writing and spoken language.
Assessment objectives 1-3 are used to assess Reading skills and make up 50% of the GCSE.
Assessment objectives 4-5 are used to assess Writing skills and make up 50% of the GCSE
Assessment objective 6 is uses to assess Speaking and Listening skills and make up 0% of the GCSE as they are assessed via a separate endorsement.

9. Questions will test the following assessment objectives (AOs)
Paper
Section AO 1 A
AO1, AO2, AO3 B
AO4, AO5 2
AO1, AO2 3
Assignment A
Assignment B
This table shows how the assessment objectives are split across the 3 papers.
Section A of Paper 1 has all 3 reading assessment objectives
Section A of paper 2 and 3 assesses reading assessment objectives 1 and 2
Section B of papers 1, 2 and 3 assesses all of the writing assessment objectives
This presentation will go into more detail about exactly how and where the assessment objectives are assessed throughout the papers. Further information can be found on pp of the specification.

10. Anthology texts Paper 1 Section A 4EA1/01 Non-fiction
From The Danger of a Single Story, Chimamanda Ngozi Adichie (new)
From A Passage to Africa, George Alagiah
From The Explorer’s Daughter, Kari Herbert
Explorers, or boys messing about?, Steven Morris
From Between a Rock and a Hard Place, Aron Ralston (new)
Young and Dyslexic?, Benjamin Zephaniah (new)
From A Game of Polo with a Headless Goat, Emma Levine
From Beyond the Sky and the Earth, Jamie Zeppa (new)
From H is for Hawk, Helen Macdonald (new)
From Chinese Cinderella , Adeline Yen Mah
The texts for Section A of paper 1 are listed here and printed in full in The Anthology – pp.1-23.
A digital version of the anthology can be downloaded from the Pearson website and hard copies can be ordered from Stationery Box on the Pearson website here: You will need to enter your centre number and post code to assess the site.
A number of research interviews were carried out to ascertain which were the most popular non-fiction texts in the present specification. These have been retained.
The new texts are indicated in bold on the slide and were chosen to interest and engage students
All of the texts must be studied in depth throughout the course as it is not known which of the texts will be chosen for Paper 1.
Teachers should also be aware that even if a text has come up before on a specimen or a live paper, it can be used again in other papers.
Students will not need to take copies of the anthology into the examination with them as the texts will be provided in a separate booklet.
A brief summary of each of the texts can be found in the Getting Started Guide on the website on pp. 7-12

11. Anthology texts Paper 2 Section A 4EA1/02 Poetry and Prose
Disabled, Wilfred Owen
‘Out, Out-’, Robert Frost
An Unknown Girl , Moniza Alvi
The Bright Lights of Sarajevo, Tony Harrison (new)
Still I Rise, Maya Angelou (new)
The Story of an Hour, Kate Chopin (new)
The Necklace, Guy de Maupassant
‘Significant Cigarettes’ (from The Road Home), Rose Tremain (new)
‘Whistle and I’ll Come to You’ (from The Woman in Black), Susan Hill (new)
Night, Alice Munro (new)
The texts for Section A of papers 2 and 3 are listed here and can be found in full on pp in the Anthology
The texts in bold are the new texts.
All of the texts must be studied in full throughout the course for both paper options.
For Paper 2, as with paper 1, all texts must be studied in full throughout the course as it is not known which text will come up.
Teachers should also be aware that even if a text has come up before on a specimen or a live paper, it can be used again in other papers.
For Paper 3, students will be required to write about 2 of the texts but they must also write a commentary to discuss why they chose these particular texts therefore they must read all of the texts in the anthology.
Students will not need to take copies of the Anthology into the examination with them as the texts will be printed in a separate booklet.
A brief summary of each of the texts can be found in the ‘Getting Started Guide’ on pp

12. Paper 1: Non-fiction and Transactional writing
4EA1/01
We will now go through each of the papers in turn

13. Paper 1 Section A Non-fiction Texts
A mixture of short- and extended-response questions:
three short-answer questions on an unseen non- fiction text
one extended-response question on an anthology text from Part 1 Non-fiction texts
one comparison question on the unseen and a selected anthology text.
Anthology text printed in examination booklet
AO1, AO2 and AO3 assessed
45 marks
Paper 1 has two sections – Reading and Writing as in the present specification.
Section A assesses Reading.
Students will first be asked to read an unseen text and answer 3 short-answer questions assessing AO1.
They will then answer an extended response question on one of the non-fiction anthology texts from Part 1 of the Anthology. This question will assess AO2 and ask students to discuss how the writer uses language and structure to create effects.
Students will then be asked to compare the unseen text and the anthology text and compare how the writers present their ideas and perspectives in both of the texts. This question will assess AO3 – comparison.
There are 45 marks in total available for this section of the paper.

14. Examination instructions
Paper 1 Section A
Please refer to the Sample Assessment Materials provided.
Examination instructions
Answer ALL questions in this section.
You should spend 1 hour 30 minutes on this section.
The questions are based on Text One (Unseen Non-fiction Text) and Text Two (reprinted from Section A of the Anthology) in the Extracts Booklet.
The next 3 slides should be read alongside the Sample Assessment materials on the website and provided in the Getting Ready to Teach pack.
The blue box on this slide are the instructions to students from the front of the paper.
Students should spend 1 hour and 30 minutes on Section A of the paper.
Questions 1-3 are short questions on text one – the unseen text.
Question 4 is a 12 mark question on text two – the anthology text.
Question 5 is a 22 mark question comparing text one and text two.
Short questions on Text One (Unseen).
One twelve-mark question on Text Two (Anthology Text).
Question 5 – 22-mark question comparing two texts.

15. Paper 1 Section A SAMS questions
Section A: the unseen text used is an extract titled “Tromso Ice Swimmers” from “Land of the Midnight Sun” by Alexander Armstrong.
Q1 From lines 1-10, select two words or phrases that describe the Tromso Ice Swimmers (2)
Q2 Look again at lines
In your own words, explain what the writer’s thoughts and feelings are before the swim (4)
Q3 From lines 25-47, describe the dangers and difficulties of the swim.
You may support your points with brief quotations (5)
The full extract can be found on pp. 8-9 in the Sample Assessment materials.
The question booklet can be found on pp
There are also some exemplars for these questions on the website here:
Questions 1-3 are short answer questions which focus on AO1 – Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.
For question 1, students are required to find the two words or phrases within lines Credit will be given to any word or phrases which describe the Tromso Ice Swimmers. These words or phrases can be taken directly from the text and do not need any explanation. (2 marks)
For question 2, students are required to read the stated lines and use their own words to explain the writer’s thoughts and feelings. They do not need to use quotations in their response to the question. (4 marks)
For question 3, students are asked to describe an element of the text using quotations from the text. (5 marks)

16. Support your answer with detailed examples from both texts. (22)
Remind yourself of the passage from Between a Rock and a Hard Place (Text Two in the extracts booklet)
4 How does the writer use language and structure to create suspense and tension?
You should support your answer with close reference to the passage, including brief quotations (12) 
5 Compare how the writers present their ideas and perspectives about their experiences.
Support your answer with detailed examples from both texts.
(22)
Question 4:
For the next question, students are required to remind themselves of the passage which has been taken from Part 1 of the anthology. This is on pp of the SAMs.
Students will then be asked to answer a question looking at how the writer uses language and structure to…. (in this case, it is create suspense and tension).
The indicative content on pp of the SAMs show the language and structure that students may notice. The Getting Started guide also has a small section on each of the texts which covers language and structure on pp
Students do need to refer to both language and structure in their responses as indicated in the mark scheme. You can also see how the students have integrated language and structure features in their responses on the website here:
Question 5:
The last question on the reading paper requires students to compare the ideas and perspectives presented by the writer of each text.
The indicative content on pp of the SAMs show a number of valid points of comparison (which can be BOTH similarities and differences). Students can compare theme, language and/or structure and at the top level, the examiner would be expecting a balanced response as well as a varied and comprehensive range of comparisons.
Students should also be aware that they are not able achieve more than level 2 if they only write about one of the texts.
The responses can be structured in a variety of ways (integrated comparison or with introductory and concluding comparative paragraphs) but the response must include both text as a variety of comparative points.
The exemplars on the website show a variety of different responses for Q5:

17. Paper 1 Section B Transactional Writing
Students are advised to allocate 45 minutes
One writing task
Choice of two questions
Transactional focus: articles for newspapers or magazines, speeches, letters, etc.
AO4 and AO5 assessed
45 marks
The next section is paper 1: Section B which focusses on transactional writing.
Students are required to write one transactional writing piece from a choice of two.
The questions will have a transactional focus and could be newspaper or magazine articles, letters, speeches or any other forms of non-fiction writing.
Questions 6 and 7 are assessed using AO4 and AO5. These two AOs are marked separately in using two grids.
A total of 45 marks is available for this question.
Students should allocate 45 minutes for this question.

18. Paper 1 Section B Transactional Writing
Examples from the SAMs (Please refer to own copy):
6. ‘There is no point in travelling when you can see everything and learn about everything from the television and the internet.’
Write an article for a magazine giving your views on this statement.
7. ‘Schools and colleges have a duty to ensure their students keep fit.’
You have been asked to give a speech in which you express your views on this statement.
(3 supporting bullet points with each question to aid response.)
Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.
Question 6 or 7
Students have a choice of question here and must complete one.
The full versions of the questions, with the supporting bullet points, can be found in the SAMs on p.26. The 3 bullets are there to guide students and give them some ideas and a structure to their written work.
Students are also reminded that their response is marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

19. Paper 1 Section B Exemplars
Transactional Writing
Script 1B2 Q6 AO4 Level 3 – 14 marks
AO5 Level 3 – 10 marks = 21 marks
Script 1B4 Q7 AO4 Level 5 – 27 marks
AO5 Level 5 – 18 marks = 45 marks
There are 4 exemplars plus the mark schemes for this question in delegate booklet and on the website here: on pp.1-30
There are also extensive commentaries for each of the exemplars explaining how the level was reached and what the student needs to do to reach the next level.

20. Paper 2: Poetry and prose texts and Imaginative writing
4EA1/02
We will now move onto paper 2: Poetry and Prose Texts and Imaginative Writing
This is the paper for centres who wish to take the 100% externally examined route through the course.

21. Paper 2 Section A 4EA1/02 (Examination Route)
Section A Poetry and Prose
Essay question on ONE Anthology text from Part 2 of Anthology
AO1 and AO2 assessed
30 marks
Section B Imaginative writing
Creative response
AO4 and AO5 assessed
30 marks: AO4 (18marks )
AO5 (12 marks)
This paper is split into 2 sections and focuses on Reading Poetry and Prose and Imaginative writing
The paper is 1 hr and 30 minutes in total and worth 40% of the GCSE
Paper 2: Section A – Poetry and Prose
For this section of the paper, students answer one question on a text taken from Part 2 of the anthology.
The focus of this question is AO1 – Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives and AO2 – understand and analyse how writers use linguistic and structural devices to achieve their effects.
Students will need to have a thorough knowledge of each of the texts in Part 2 of the anthology as it will not be known which text will appear on the paper.
Teachers are advised that even if a text has appeared in specimen or live papers, this does not mean it will not be used again and students must know each of the texts in order to be prepared for this examination.
Question 1 is out of 30 marks.
Students are advised to spend 45 minutes on this section of the paper.
Paper 2: Section A – Imaginative writing
For this section of the paper, students answer one imaginative writing response from a choice of 3.
As with the writing task on paper 1, this question will focus on AO4 and AO5 with the two assessment objectives being assessed separately.
Questions 2, 3 and 4 are out of 30 marks.

22. Paper 2 Section A Exemplars
Question 1: How does the writer develop feelings of isolation in Whistle and I’ll Come to You?
In your answer, you should write about:
the weather and the setting
The effects of the writer’s childhood memories
The use of language.
You should support your answer with close reference to the passage, including brief quotations (30)
Script 2A1 Q1 AOs1/2 Level marks
Script 2A2 Q1 AOs1/2 Level marks
Script 2A3 Q1 AOs1/2 Level marks
Script 2A4 Q1 AOs 1/2 Level marks
This is the question from the Sample assessment materials. The extract from Whistle and I’ll come to you can be found on pp The question is on p.52 and the Mark scheme can be found on pp
All of the anthology texts can be found on pp in the Anthology
Information about each of the texts (including some elements about language and structure) can also be found on page pp of the Getting Started Guide.
The question is scaffolded with 3 bullets and students are advised to read and follow these bullets to help shape their responses.
Students will be rewarded for their understanding and interpretation of the text (AO1) and how the writer uses language and structure to create effects as well as their selection and use of references from the text (AO2).
There are 4 exemplars for this question on pp in the exemplar pack on the website here:
The exemplars also have commentaries to explain how the students reached each level and what they would need to do to achieve the next level in the mark scheme.

23. Paper 2 Section B (Examination Route)
Imaginative Writing
Students are advised to allocate 45 minutes
One 30-mark imaginative writing task, based on one of three given prompts (AO4 18) (AO5 12). Total of 30 marks.
Examples from the SAMs:
2. Write about a time when you, or someone you know, had an unexpected
experience. Your response could be real or imagined.
3. Write a story with the title ‘Left Behind’. Your response could be real or imagined.
4. Look at the images provided.
Write a story that begins ‘I wanted to make my own decision’.
Your response could be real or imagined.
You may wish to base your response on one of the images.
Paper 2 – section B – Imaginative writing
This section requires students to write a piece of imaginative writing
There are 3 questions – students are required to respond to one of these questions.
One of the questions will be based on some images and students are invited to base their response on one of the images printed on the examination paper.
The questions and images can be found in the SAMs on pp.62-63
The mark schemes can be found in the SAMs on pp.74-81
In response to these questions, students need to focus on the communication, form, tone, register and intended reader of their piece (AO4) and their use of vocabulary, grammar, structural devices and punctuation (AO5).

24. Paper 2 Section B Exemplars
Imaginative Writing: please refer to your materials
Script 2B1 Q2 AO4 Level 4 – 13 marks
AO5 Level marks = 21 marks
Script 2B2 Q2 AO4 Level 3 – 10 marks
AO5 Level marks = 16 marks
Script 2B3 Q3 AO4 Level 3 – 11 marks
AO5 Level marks = 19 marks
Script 2B4 Q3 AO4 Level 5 – 18 marks
AO5 Level marks = 29 marks
There are 4 exemplars for this question on pp in the exemplar pack on the website here:
The exemplars also have commentaries to explain how the students reached each level and what they would need to do to achieve the next level in the mark scheme.

25. Paper 3 (Coursework route) 4EA1/03: optional alternative to 4EA1/02
Assignment A Poetry and Prose: Reading (20%)
Essay: 30 marks
Part 1: students must produce one essay exploring a topic of their choice on two anthology texts : AO1 (6 marks) and AO2 (18 marks) assessed : 24 marks
Part 2: one short commentary of 200 words on why the student chose the two texts (6 marks – AO1)
Paper 3: Poetry and Prose and Imaginative Writing (Coursework route)
This paper is split into 2 sections and focuses on Reading Poetry and Prose and Imaginative writing.
The paper is assessed via two internally assessed and externally moderated coursework tasks and is worth 40% of the GCSE.
All the information about the coursework can be found on pp of the specification.
Paper 3: Assignment A – Poetry and Prose
Part 1:
For this section, students are required to produce one essay exploring a title of their choice on TWO of the texts from part 2 of the anthology.
The focus of the question is AO1 – Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives and AO2 – understand and analyse how writers use linguistic and structural devices to achieve their effects.
Titles must be written to steer students towards these two AOs and marked internally using the marking grids on pp in the specification.
This task is marked out of 24.
Part 2
In this section, students are required to produce a brief commentary of approximately 200 words in length explaining why they chose the two texts they did for the task. This is marked out of 6 and assesses AO1. The marking grid can be found on p.21 of the specification.
The coursework tasks can be generated by the students or devised by the teacher – although it is advised that students are involved in choosing the texts and the titles.
Within a cohort, students can write on different texts or the same texts.
Students must write on two texts but there is no requirement to compare the texts.
Students can write on any two texts from part 2 of the Anthology – they can write on two poetry, or two prose texts, or mix the two genres.

26. Paper 3 (Coursework route) Assignment B: Imaginative Writing
A piece of personal or imaginative writing based on a selective topic
The topic could be inspired by a range of stimuli.
Students may write about real or imagined experiences.
The topics must address the following objectives:
AO4 and AO5
Total marks: 30 marks
This may be teacher-devised or self-devised.
Paper 3: Assignment B – Imaginative writing
For this assignment, students must write a piece of personal or imaginative writing.
The assignment must be self-devised or teacher devised and allow students to focus on AO4 and AO5.
The assignment is marked internally and externally moderated.
The assignment must be marked using the grids on pp of the specification and given a mark out of 30.
There are suggestions about tasks on p.17 of the specification but it is also possible to use questions from past papers, the SAMs, or something completely new.

27. Paper 1, Section A Suggested Activities Approaches to teaching unseen analysis and comparison with anthology text
Use past papers to study the types of non-fiction unseen
texts
Explore topics which are suggested by the texts in the Part 1 section of the Anthology
Research possible short non-fiction texts on similar topics and devise short questions to test understanding
Devise a linking analytical question.
Based on themes or issues to both texts, devise a comparative question.
The next few slides offer some suggestions around support for the qualification and how you can use existing resources to teach the new, reformed, course.
Paper 1: Section A activities
In order to prepare your students for the unseen text in the examination, you may want to look at the past papers for the International GCSE and re-use some of the texts that have been set previously to engage your students and gain their confidence in reading unseen texts. There are many past papers and these can be found here:
There are also a number of anthologies and papers on the GCSE English Language papers which may be appropriate for your students as they focus on 20th and 21st century unseen texts. The GCSE resources can be found here:
The Getting Started Guide also suggests topics and themes for each of the Anthology texts and you should be able to use these topics and find other texts on the same theme which could be linked to them for some comparative work.

28. Course planning
Take a moment to decide whether the examination or the coursework route is better for your candidates.
After the course, devise a schedule to cover the close study of the Anthology sections.
After the course, study past papers to devise relevant Writing assignments.
Allow sufficient time for lessons on essay planning and structure and writing to time.
Pay particular attention to word-based analysis and reference and to how to include quotations.
Work on extending vocabulary.
If you have not decided yet, take some time to decide which route is the most appropriate for your students – either Paper 1 and Paper 2 OR Paper 1 and Paper 3.
Make sure that you schedule enough time in your course planning to cover a close study of all of the Anthology texts and sections. An outline planner can be found in the Getting Started Guide on pp
As well as looking at the texts on the past papers, look at the writing assignments for transactional and imaginative writing and use these to devise relevant assignments for the reformed International GCSE. The past papers can be found here:
Remember to include lessons around essay planning and writing to time as well as writing skills.
As well as writing skills and extending vocabulary, remember to include some lessons focussing on word based analysis and references for Paper 1 and as well as how to include quotations for the questions for each of the questions.

29. Support For more information, please contact subject advisors,
subject pages/communities.
Free Support:
Teachers will be provided with a comprehensive Teacher Guide and Scheme of Work. This will include:
Introduction
Key Features of the qualification
Qualification overview
Topic Guidance
Planning and 2-year Course planner
Bibliography and suggested resources
Published resources: Edexcel International GCSE English Language A Student Book (new edition) *
The materials available were designed in response to feedback from teachers, however it is not necessary to purchase them to deliver the International GCSE. *Not yet Endorsed
Most of the support for the qualification is free and can be found on the website and by following all of the links included in these slides.
There is a lot of information in the Getting Started Guide which is also on the website and this guide includes an overview of the qualifications as well as information about each of the texts, some topic guidance and some course planners.
There are also going to be some published resources available for you to buy later this year. We are updating the current International GCSE English Language A student book and more details on this will be posted on the website when the book is ready to order

30. Next steps
Sign up to subject advisor updates:
Visit the website for support materials:
If you require anymore support and have any questions about the course or about International GCSE, please do contact our subject advisor, Clare Haviland on
UK:
Intl: +44 (0)