1. GCE English Literature (A2) May 2017
Launch & Support
GCE English Literature (A2)
May 2017

2. Agenda Revision of GCE Qualifications (for first teaching September 2016)
Introduction
Overview of new A2 Specification
Specimen Assessment Materials (SAMs) for A2
Internal Assessment Unit
Support Materials
Brief re-visit to AS
Q&A

3. A2 Specification at a glance
Content
Assessment
Unit A2 1: Shakespearean Genres
weighting: 20%
Unit A2 2: The Study of Poetry
Pre 1900 and Unseen Poetry
Unit A2 3: Thematic comparison of
novels
External paper – 1 hour 30 mins
External paper – 2 hours
Internal assessment

4. A2 English Literature Unit A2 1: Shakespearean Genres
Available from Summer 2018
External paper – 1 hour 30 mins
Worth 20% of the qualification
Students answer one set question (50 marks)
Extract will be provided
Equal marks are available for the treatment of the extract and other relevant parts of the text
Closed book
AO3: Context focus on Shakespearean genre (Tragedy, Comedy, Problem Plays, Last Plays)

5. Unit A2 1: Shakespearean Genres
Choice of 6 plays to study:
Othello
King Lear
The Taming of the Shrew
As You Like It
Measure for Measure
The Winter’s Tale

6. A2 English Literature A2 1 All Assessment Objectives are assessed:
AO1 (Over-arching AO) knowledge and understanding, informed and relevant responses, clarity and appropriateness of expression
AO2 Shakespeare’s dramatic methods AO3 Context AO4 Connections
AO5 Argument/different interpretations
Throughout the comedy as a whole, Rosalind’s main function is to satirise ideas of love.
By referring closely to Extract 4, printed in the accompanying Resource Booklet, and to other appropriately selected parts of the play, show to what extent you would agree with the view expressed above.
Your argument should include relevant comments on Shakespeare’s dramatic methods and relevant external contextual information on the nature of Shakespearean Comedy.
N.B. Equal marks are available for your treatment of the given extract and other relevant parts of the text.

7. A2 English Literature A2 2
Unit A2 2: The Study of Poetry Pre 1900 and Unseen Poetry
Available from Summer 2018
Worth 20% of the qualification
External paper – 2 hours
Section A and Section B – equal weighting (50 marks each) therefore recommended response time is one hour per section/question

8. A2 English Literature A2 2
Unit A2 2: The Study of Poetry Pre 1900 and Unseen Poetry
Section A: students answer one question from a choice of two on the Pre 1900 poet studied (50 marks)
Extract or poem will be provided
Equal marks for the treatment of the extract and the wider text; or printed poem and self-selected poem
Closed book
AO3: Contextual area will be stipulated

9. A2 English Literature A2 2 Section A
Four Assessment Objectives are assessed:
AO1 (Over-arching AO) knowledge and understanding, informed and relevant responses, clarity and appropriateness of expression
AO3 Context AO4 Connections
AO2 Poetic methods
Dickinson
Answer (a) or (b)
(b) By referring closely to How the old Mountains drip with Sunset (Poem 5(b)) printed in the accompanying Resource Booklet and one other appropriately selected poem, and making use of relevant external contextual information on nineteenth-century views of nature, examine the poetic methods which Dickinson uses to write about the theme of nature.
N.B. Equal marks are available for your treatment of each poem. [50]

10. A2 English Literature A2 2 Unit A2 2: The Study of Poetry Pre 1900
AO4 – Connections between:
- the printed extract from Chaucer’s The Wife of Bath’s Prologue and Tale and the wider text
- the printed extract and the wider text in the case of lengthier poems (e.g. Keats’ The Eve
of St Agnes)
- the printed poem and the second poem selected by the candidate

11. A2 English Literature A2 2 Section B
Unit A2 2: The Study of Unseen Poetry
Section B: students answer one set question on an unseen poem (50 marks)
Three Assessment Objectives are assessed:
AO1 (Over-arching AO) knowledge and understanding, informed and relevant responses, clarity and appropriateness of expression
AO2 Poetic methods AO5 Argument/different interpretations
As he considers the relationship between man and nature, the speaker conveys only anger.
By referring closely to the ideas presented in the poem, and the poetic methods which Wordsworth uses, show how far you would agree with the view expressed above.

12. A2 English Literature A2 3 Internal Assessment
In-depth comparative study of two novels
One novel must be a twenty-first century novel
Response should address all five Assessment Objectives
Maximum length: 2,500 words
Bibliography required
Key Message: allow students scope to select their own texts

13. A2 English Literature A2 3
“A level specifications in English literature must encourage students to develop their interest in and enjoyment of literature and literary studies as they…read widely and independently both set texts and others that they have selected for themselves [and] engage critically and creatively with a substantial body of texts and ways of responding to them.”

14. A2 English Literature A2 3
“A level specifications must encourage students to develop their interest in and enjoyment of literature and literary studies as they undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions.”

15. A2 English Literature A2 3
Key Message: allow students scope to select their own texts
Current Specification
New Specification
AS 1: 3 drama texts
AS 1: 2 poetry texts; 1 drama text
AS 2: 2 poetry texts; 1 prose text
AS 2: 1 prose text
A2 1: 1 poetry text; 2 drama texts
A2 1: 1 drama text
A2 2: 3 prose texts
A2 2: 2 poetry texts
A2 3: 2 prose texts
Total: 12 texts
Total: 9 texts
A2 3: 2 texts (scope for choice)

16. A2 English Literature A2 3
Key Message: allow students scope to select their own texts
Specification section 7.2
We encourage centres to allow each candidate to select their own texts, with teacher guidance and support.
The candidate and teacher agree the theme for the essay.
In the planning stage, the teacher and candidate discuss titles, recommended wider reading and time management.
During the drafting stage, the teacher periodically monitors the progress of the candidate’s work, commenting on general areas for development.

17. A2 English Literature A2 3
Key Message: allow students scope to select their own texts
Specification section 7.2 continued
The teacher must not correct the essay in detail and return it to the candidate to write up the corrected version.
After the candidate submits the completed first draft, the teacher reviews the essay and gives feedback on:
− whether the original focus of the essay has been adhered to;
− the appropriateness of content; and
− the requirements of the marking grid.
The teacher must not review the essay further after this time.
The candidate then submits the final draft, which they must not revise after this point.

18. A2 English Literature A2 3
Key Message: allow students scope to select their own texts in order to access the upper mark bands

19. A2 English Literature A2 3
Bibliography Students should cite both their primary and secondary sources. Primary Texts Salinger, J.D. The Catcher in the Rye. London: Penguin, Filer, Nathan. The Shock of the Fall. London: Harper Collins, 2013.

20. A2 English Literature A2 3
Bibliography Students should cite both their primary and secondary sources. Secondary Texts Graham, Sarah. Salinger’s The Catcher in the Rye. London,

21. Specimen Assessment Materials (SAMS) A2 1: Shakespearean Genres
The sequence of information in the question has been re-ordered in order to foreground for candidates the driving Assessment Objective – AO5 (Argument). The stimulus contestable statement will be emboldened and at the start of the question (similar to the legacy specification A2 1)

22. A2 1: Shakespearean Genres
Throughout the comedy as a whole, Rosalind’s main function is to satirise ideas of love. By referring closely to Extract 4, printed in the accompanying Resource Booklet, and to other appropriately selected parts of the play, show to what extent you would agree with the view expressed above. Your argument should include relevant comments on Shakespeare’s dramatic methods and relevant external contextual information on the nature of Shakespearean Comedy. N.B. Equal marks are available for your treatment of the given extract and other relevant parts of the text.

23. Overview of the Internal Assessment Unit

24. Overview of the Internal Assessment Unit - Possible Approaches
Approach 1: One text is taught by the teacher; selection of
texts for students to choose from
Core Text (21st-century)
Novel A (19th/20th-century)
Novel B (19th/20th-century)
Novel C (19th/20th-century)
Novel D (19th/20th-century)

25. 3 - 6 texts student reading group individual choice
Overview of the Internal Assessment Unit - Possible Approaches
Approach 2: A number of texts discussed in class, with students
selecting a pairing in conjunction with teacher guidance
3 - 6 texts
student reading group
individual choice

26. Overview of the Internal Assessment Unit Term Planner Option 1
Early in the Term
By the end of the Term
Summer Term Year 13
Convene a reading group with the Year 13 pupils. No reason why this can’t go wider. Agree a schedule that matches the plan or focus for the coursework at A2.
Weekly/bi-weekly group meetings to chat about the chosen texts; other texts/ideas/themes may emerge.
Autumn Term Year 14
Individual discussions to narrow and refine text choices, and to consider possible tasks.
Supervised regular discussions, target setting, monitoring of progress, draft deadline set.
Spring Term Year 14
Move from draft to finalised versions.
Submit final piece.

27. Overview of the Internal Assessment Unit Term Planner Option 2
Early in the Term
By the end of the Term
Summer Term Year 13
Discuss the requirements of the Internal Assessment Unit and decide the theme. Outline the texts available.
Arrange a Summer schedule for reading the comparative novels.
Autumn Term Year 14
Teach one of the novels in class, modelling how to analyse the key elements and research. Students complete their reading of the comparative novels.
Task title and comparative novel agreed. Essay plan (with connections indicated) peer-reviewed.
Spring Term Year 14
Teacher continues to monitor progress and offer guidance.
Submission of final piece.

28. Overview of the Internal Assessment Unit Term Planner Option 3
Early in the Term
By the end of the Term
Summer Term Year 13
Discuss the requirements of the Internal Assessment Unit and decide the theme – e.g. Outsiders. Outline the texts available – e.g. The Shock of the Fall (21st-century novel), The Outsider, The Butcher Boy, The Catcher in the Rye.
Arrange a Summer schedule for reading the comparative novels.
Autumn Term Year 14
Teach (e.g.) The Shock of the Fall in class, modelling how to analyse the key elements and research. Students complete their reading of the comparative novels.
Task title and comparative novel agreed. Essay plan (with connections indicated) peer-reviewed.
Spring Term Year 14
Teacher continues to monitor progress and offer guidance.
Submission of final piece.

29. Overview of the Internal Assessment Unit A2 3 Advice for Teachers
Don’t try to do it all in one year
Do keep it manageable
Don't leave it too late
Do begin to encourage your students to read some of the proposed novels in Year 13 or over the Summer months so that the Autumn Term of Year 14 can be used effectively
Don’t feel that it is all up to the student
Do feel that you can support them (see Specification Section 7.2)
Don’t be too prescriptive
Do encourage individualised responses (the Marking Grid rewards this independent approach)
Don’t get too bogged down in AOs
Do use the AOs to guide deeper responses

30. Overview of the Internal Assessment Unit A2 3 Advice for Teachers
Don’t use essay titles that are too wide
Do focus on aspects of the novels (which will produce leaner, more manageable outcomes)
Don’t leave students to ‘get on with it’
Do get involved in regular, focused one-to-one discussions with your students
Don’t panic if some students end up looking at the same pair of novels
Do ensure that they focus on an area that is individualised to their interests (again, the Marking Grid rewards this independent approach)
Don’t be afraid to use the Marking Grid holistically
Do use the Marking Grid to reflect and differentiate the outcomes produced

31. Support Materials
“Factfiles”/Starting Points documents for each component
(available on the microsite)

32. Support Materials A2 e-Guides
(will be available on the microsite shortly) and Scheme of Work

33. AS Specification at a glance
Content
Assessment
Unit AS 1: The Study of Poetry 1900-
Present and
Drama 1900-Present
weighting: 24%
Unit AS 2: The Study of Prose Pre 1900
weighting: 16%
External paper – 2 hours
External paper – 1 hour

34. AS English Literature Unit AS 1: Section A and Section B
Section A: The Study of Poetry 1900-Present
Available from Summer 2017
Recommended response time – 1 hour
Worth 12% of the qualification
Students answer one set question on their chosen pairing of poets (50 marks)
Both poems will be named in the question stem
Equal marks are available for the treatment of each poem (compare and contrast)
Open book
AO3: Context focus is biographical

35. AS English Literature Unit AS 1: Section A and Section B
Section B: The Study of Drama 1900-Present
Available from Summer 2017
Recommended response time – 1 hour
Worth 12% of the qualification
Students answer one question from a choice of two on the play studied (50 marks)
Closed book
AO3: Context focus will not be stipulated in the question

36. AS English Literature Unit AS 2: The Study of Prose Pre 1900
Available from Summer 2017
Recommended response time – 1 hour
Worth 16% of the qualification
Students answer one question from a choice of two on the novel studied (50 marks)
Closed book
AO3: Context focus will not be stipulated in the question
This updated format will provide a more enabling structure to support the skills candidates are exhibiting in these sections of the papers and to maintain the text as the primary focus.

37. Q&A

38. Contacts: GCSE English Literature
Education Manager: Olivia McNeill Telephone: Ext Subject Support Officer: Joan Jennings Telephone: Specification, sample assessment and support materials available on the subject microsite at

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40. Working with CCEA The benefits: teacher cover provided
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opportunity to examine assessments across a range of abilities
improved learning and teaching outcomes
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opportunity to network with other professionals
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