gcse english language and literature introduction to the new specifications louise fox – schools...
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GCSE English Language and Literature
Introduction to the new specificationsLouise Fox – Schools Development Team
GCSE English Languageoverview
J351
Subject Content for GCSE Language• Focus to ‘ensure students can read fluently and write effectively’• All texts in the exams will be unseen• Students will be assessed on texts from the 19th, 20th and 21st
centuries• The texts will include literature, extended literary non-fiction,
and other non-fiction writing (e.g. essays, reviews, journalism)• Spoken language (prev. speaking and listening) will be assessed
as a separate endorsement and will not form part of final GCSE mark and grade
What stays the same, what changes:What stays the same What changes
Structure:- Linear option only- One mandatory separate endorsement
(Spoken language)
Structure:- Single tier entry for examined units- The qualification consists of two mandatory
examined components- Each component is worth 50% of the total
GCSEContent:- Study of non-fiction, including literary non-
fiction and prose- Non-fiction and creative writing tasks
Content:- Based entirely on unseen texts from 19th,
20th and 21st centuries
Assessment:- June assessment with November resit
option- Speaking and listening skills are assessed as
a separate endorsement
Assessment:- Spelling, punctuation and grammar assessed
at 20% overall- Two examined units- No controlled assessment- 4 hours examination time
Spoken Language - (TBC) - Internally Assessed - 0%
Paper Two:Exploring effects and impact
50%
2 hours
80 marks
Paper One:Communicating information
and ideas
50%
2 hours
80 marks
Paper one:Communicating information and ideas
• Exam (2 hrs) – 80 marks• 50% (25% reading and 25% writing)
A. Reading information and ideas Read 2 unseen texts or extracts - range of non-fiction- thematic link- authentic 19th – 21st century texts (will always
inc one 19th century text)
Questions focus on reading and understanding (short answer), how writers use language (medium), critical evaluation (comparative answer)
B. Writing for audience, impact and purpose
One task from a choice of two non-fiction writing tasks, using an idea loosely related to the reading theme, to argue with or develop a new perspective e.g. letter, article.
Paper two: Exploring effects and impact
• Exam (2 hrs) – 80 marks• 50% (25% reading and 25% writing)
A. Reading meaning and effects Read 2 unseen texts or extracts - prose fiction or literary non-fiction- thematic link- authentic texts, from 20th – 21st century
Questions focus on reading and understanding (short answer), how writers use language (medium), critical evaluation (comparative answer)
B. Writing imaginatively and creatively
One task from a choice of two creative writing tasks, using the reading texts as stimulus, with a choice of form and genre e.g.: short story opening, personal writing, narrative.
Why this way?
• Straightforward to teach – A simple assessment structure, mirrored in each component, makes it easier to create an accessible curriculum for students of differing abilities and interests.
• Saves you time and resources – The inclusion of non-fiction and fiction texts means we’ve created opportunities to co-teach elements of both our GCSE English specifications in one lesson.
• Ensuring accessibility – An equal emphasis on non-fiction and fiction texts and thematically linked functional and creative writing tasks provides a clear pathway through each component.
• Clear progression – This qualification is the ideal foundation to progress to our AS and A Level English qualifications and can also be taught alongside OCR Living texts as an alternative to GCSE English Literature.
Assessment ObjectivesReading (50%)
AO1 • Identify and interpret explicit and implicit information and ideas • Select and synthesise evidence from different texts 8.75%
AO2 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
18.75%
AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts 7.5%
AO4 Evaluate texts critically and support this with appropriate textual references 15%
Writing (50%)
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 30%
A06 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. 20%
Component 1 – Communicating information and ideas
Section A: Reading information and ideas
Students are presented with two unseen non-fiction texts from a range of familiar genres, such as journalism and travel writing. This component will always include a 19th century non-fiction text paired with either a 20th or 21st century text. The paired texts will have a thematic
link. There will be no questions about visual or presentational features.
Component 1 – Section ASection A: Reading information & ideas
Short answer
On one text demonstrating understanding by finding relevant information and evidence. AO1 (i)
Short answer
Short response question will ask students to select and synthesise material from both texts AO1 (ii)
Medium answer
Medium-answer question on the other text which focuses on how language and structure is used to achieve effects AO2
Extended answer
One comparative question, evaluating the impact of both texts AO3&4
Example Questions
Look again at lines 1–9. Give two quotations which show Douglass’ reactions to what Mr Covey does.
[2 marks]
Short answer
On one text demonstrating understanding by finding relevant information and evidence. AO1 (i)
Sample Questions
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts?Draw on evidence from both texts to support your answer.
[6 marks]
Short answer
Short response question will ask students to select and synthesise material from both texts AO1 (ii)
Sample Questions
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Medium answer
Medium-answer question on the second text which focuses on how language and structure is used to achieve effects AO2
Sample Questions
‘These texts are powerful because they show the importance of having freedom and strong personal beliefs.’
How far do you agree with this statement?
In your answer you should: • discuss what you learn about the importance of having freedom and strong personal beliefs• explain the impact of these ideas on you as a reader• compare the ways ideas about freedom and personal beliefs are presented.
Support your response with quotations from both texts. [18 marks]
Extended answer
One comparative question, evaluating the impact of both texts AO3 & 4
Component 1 – Communicating information and ideas
Section B: Writing for audience, impact and purpose
Students choose one of two non-fiction writing tasks which asks them to write for a specified audience and
purpose (e.g. to argue, to persuade).Students will be asked to write in a familiar form such as
an article, letter.Both writing tasks are loosely related to the reading
theme.
Component 1 – Section B
Section B: Writing for audience, impact and purpose
Candidates answer one non-fiction writing task from a choice of two (AO5&6)
Sample Questions
Write a speech for your class in which you argue that violence is not the solution to conflict between people.
In your speech you should: • explain why peaceful solutions are better than violent ones • give some examples to support your argument • convince your audience that violence does not solve conflict.
[40]
Sample Questions
Write an article for a teenage magazine which gives advice to young people on how to cope with the pressures and stresses of modern life. You are not required to include any visual or presentational features.
In your article you should: • identify some of the pressures and stresses that young people face • suggest why these issues may be difficult to deal with • explain some of the ways in which these can be managed.
[40]
Component 2 – Exploring effects and impact
Section A: Reading meaning and effects
Students are presented with two unseen literary texts, including literary non-fiction and prose. These texts will be taken from the 20th and 21st centuries. The two texts
are thematically linked.
Component 2 – Section ASection A: Reading meaning & effectsShort
answer On one text, demonstrating understanding by finding
relevant information and evidence. AO1 (i)
Short answer
One short response question will ask students to focus on the writer’s use of language and structure and its effects AO2
Medium answer
One medium-answer question on the other text which focuses on how language and structure is used to achieve
effects AO2
Extended answer
One extended comparative question, evaluating the impact of both texts AO3&4
Sample Questions
a) Identify one phrase from these lines which shows Clive James’ reaction to finding Carnaby is in a different class to him.
[1 mark]
b) What does this show about their relationship? [1 mark]
Short answer
On one text, demonstrating understanding by finding relevant information and evidence. AO1 (i)
Example Questions
Example short response question focusing on language and structure :
Look again at lines 12–21. How does Clive James use language and structure to make his description of Mr Ryan’s lesson entertaining?
You should use relevant subject terminology to support your answer [6 marks]
Short answer
One short response question will ask students to focus on the writer’s use of language and structure and its effects AO2
Sample Questions
Look again at lines 1-23
Explore how the writer presents Miss Brodie’s attitude towards Miss Mackay, the headmistress.
Support your ideas by referring to the language and structure of this section, using relevant subject terminology.
[12 marks]
Medium answer
One medium-answer question on the second text which focuses on how language and structure is used to achieve
effects AO2
Sample Questions
‘In these texts school is presented as a challenging place for the pupils.’
How far do you agree with this statement?
In your answer you should:• Discuss your impressions of the pupils’ various experiences at school• Explain what you find unusual about their school environment• Compare the ways the writers present the pupils’ experiences of school.
Support your response with quotations from both texts. [18 marks]
Extended answer
One extended comparative question, evaluating the impact of both texts AO3&4
Component 2 – Exploring effects and impact
Section B: Writing imaginatively and creatively
Students produce one piece of creative writing from a choice of two tasks. There will be a choice of form or
genre e.g. narrative, opening chapter, autobiography. As for Paper 1, the tasks will be loosely linked to the reading
theme.
Component 2 – Section B
Section B: Writing imaginatively and creatively
Candidates answer one question from a choice of two (AO5&6)
Sample Questions
Imagine you are writing your autobiography. Describe your experiences of starting a new school.
You could write about: • the people that made the biggest impression on you • the ways in which you behaved • the way that you feel about those events now.
[40]
Sample Questions
The Outsider.
Use this as a title for a story or a piece of personal writing.
In your writing you should: • choose a clear viewpoint • describe the setting • explore what being ‘an outsider’ means.
[40]
Spoken LanguageStudents will be assessed on their ability to:• Give a presentation in a formal setting• Respond to questions and feedback in a formal setting• Use Standard English
TBC: Students will be assessed on an individual presentation. Students can give several presentations throughout the course and the centre submits the best performance.
Assessment Objectives: Spoken Language
Spoken Language (separate endorsement)
AO7 Demonstrate presentation skills in a formal setting
UnweightedAO8 Listen and respond appropriately to spoken language, including to
questions and feedback to presentations
AO9 Use spoken Standard English effectively in speeches and presentations
GCSE English Literatureoverview
J352
Subject content
High quality, whole texts:• Shakespeare play• 19th century novel• One substantial and challenging selection of poetry
since 1789, including Romantic poetry• Post-1914 fiction or drama from British Isles AND• Inclusion of 2 unseen texts in exams, for
comparative purposes
What stays the same, what changes:What stays the same What changes
Structure:- Linear option only
Structure:- Single tier entry for examined units- mandatory component qualification- Component weightings have changed
Content:- Study of drama, poetry and prose- Choice of extract based and essay questions
in exam
Content:- Some set texts have changed- Unseen texts included for assessment- Comparison of texts
Assessment:- Spelling, punctuation and grammar
assessed at 5% overall (new Assessment Objective, with wider focus on quality of writing)
Assessment:- June assessment only- Two examined units- No controlled assessment- Total exam time 4 hrs
Key benefits• Choice and flexibility in set texts• OCR produced free poetry anthology/digital resource• Clear and accessible wording of questions• Opportunity to study and respond to modern and
literary heritage texts in each exam• Analysis of unseen poetry plus unseen prose or
drama• Unique opportunity to make fresh connections
between studied and unseen texts• Opportunities for close analysis of texts and extended
essay responses
Paper Two:Exploring poetry and
Shakespeare50% of total GCSE
2 hours exam80 marks
Paper One:Exploring modern and literary
heritage texts50%
2 hours80 marks
Paper 1: Exploring modern and literary heritage texts
• Exam (2 hrs) – 80 marks• 50% (closed texts)
Section A: Modern drama OR Prose 1.45mins (25%)A choice of 1 modern text from a list of 6 (3 prose, 3 drama)Candidates answer 1 question with 2 parts:a) Extract based question on their chosen text and a
same genre unseen text. Unseen extract: close reading, comparison
b) Linked question on the set text only
SECTION B: 19th Century prose 45mins (25%) Choice of 1 prose text from a list of 5: Candidates answer 1 question from a choice of 2 on their chosen text: either c) Extract based, ord) Discursive
Paper 2: Exploring Poetry and Shakespeare
• Exam (2 hrs) – 80 marks• 50% (closed texts)
SECTION A: Poetry across time 1.15mins (25%)A choice of 1 poetry cluster from a choice of 3 themes:• Love and relationships• Conflict• Youth and AgeCandidates answer 1 question with 2 parts:a) Question on a studied poem and an unseen poem
on their chosen theme: close reading, comparisonb) Linked question on a different studied poem of their
choice
SECTION B: Shakespeare 45mins (25%)Choice of 1 Shakespeare play from a list of 4: Candidates answer 1 question from a choice of 2 on their chosen text: either c) Extract based, ord) Discursive
Paper 1: Exploring modern and literary heritage texts
• Exam (2 hrs) – 80 marks• 50% (closed texts)
Section A: Modern drama OR prose 1.15mins (25%)A choice of 1 modern text from a list of 6 (3 prose, 3 drama)Candidates answer 1 question with 2 parts:a) Extract based question on their chosen text and a
modern prose. Unseen extract: close reading, comparison
b) Linked question on the set text only
SECTION B: 19th Century prose 45mins (25%) Choice of 1 prose text from a list of 5: Candidates answer 1 question from a choice of 2 on their chosen text: either c) Extract based, ord) Discursive
Paper 2: Exploring Poetry and Shakespeare
• Exam (2 hrs) – 80 marks• 50% (closed texts)
SECTION A: Poetry across time 1.15mins (25%)A choice of 1 poetry cluster from a choice of 3 themes:• Love and relationships• Conflict• Youth and AgeCandidates answer 1 question with 2 parts:a) Question on a studied poem and an unseen poem
on their chosen theme: close reading, comparisonb) Linked question on a different studied poem of their
choice
SECTION B: Shakespeare 45mins (25%)Choice of 1 Shakespeare play from a list of 4: Candidates answer 1 question from a choice of 2 on their chosen text: either c) Extract based, ord) Discursive
Paper Two:Exploring poetry and
Shakespeare
50% of total GCSE
2 hours exam
80 marks
Paper One:Exploring modern and literary
heritage texts
50% of total GCSE
2 hours exam
80 marks
Key benefits
• Balanced and accessible assessment structure• OCR produced free poetry anthology/digital resource• Opportunity to study and respond to modern and
literary heritage texts in each exam• Unique opportunity to make fresh connections
between studied and unseen texts• Creative and accessible approach to treatment of
unseen texts and comparison of texts
Assessment Objectives
AO1 Read, understand and respond to textsStudents should be able to:• maintain a critical style and develop an informed personal
response • use textual references, including quotations, to support and
illustrate interpretations
40%
AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
40%
AO3 Show understanding of the relationships between texts and the contexts in which they were written
15%
AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
5%
Paper 1 – Exploring modern & literary heritage texts
Paper 2 – Exploring poetry & Shakespeare
Free OCR Anthology: “Towards a World Unknown” available both electronically & in hard copy format
Component 1 – Exploring modern & literary heritage texts
Section A: Modern prose or drama
Students study one text from set text list
Part a) comparison of extract from set text with thematically linked modern, same-genre unseen extract
ANDPart b) related question on same set text
Sample questionBased on Anita and Me by Meera Syal and High Fidelity by Nick Hornby
Read the two extracts below and then answer both part a) and part b).
You are advised to spend about 45 minutes on part a) and 30 minutes on part b). For part a), you should focus only on the extracts here rather than referring to the rest of your studied text.
a) Compare how the difficulties of teenage friendships and growing up are presented in these two extracts. You should consider:
• the situations faced by Meena and Rob • how they react to these situations• how the writers’ use of language and techniques creates effects. [20]
ANDb) Explore another moment in Anita and Me where Meena develops a new understanding of either her friends or family. [20]
Component 1 – Exploring modern & literary heritage texts
Section B: 19th century prose
Students study one text from set text list
Based on their set text, candidates choose one question from a choice of two:
EITHER an extract based question, making links to the whole text
OR a discursive question
Sample questionBased on Great Expectations by Charles DickensChoose ONE question.You are advised to spend about 45 minutes on this section.
EITHERExplore how Dickens presents ideas about what makes a good person through the presentation of Joe, in this extract and elsewhere in the novel.
Extract will be printed in the examinationExtract will be printed in the examinationExtract will be printed in the examination
[40]
OR‘Money is the source of all Pip’s problems.’ How far do you agree with this view? Explore at least two moments from the novel to support your ideas. [40]
Component 2 – Exploring poetry & Shakespeare
Section A: Poetry across time
Students study one themed poetry cluster from a choice of three themes from the OCR poetry anthology.
Part a) comparison of a named poem from OCR Poetry Anthology with thematically linked unseen poem
ANDPart b) related question on a different poem (own choice) from OCR Poetry Anthology
Sample questionLove and RelationshipsRead the poems below and then answer both part a) below and part b).You are advised to spend about 45 minutes on part a) and 30 minutes on part b).
A Broken Appointment by Thomas Hardy (studied text reprinted in exam)The Breather by Billy Collins (unseen text reprinted in exam)
a) Compare how the speakers in these poems express feelings of being let down in love. You should consider:
• ideas and attitudes in each poem• tone and atmosphere in each poem• the effects of the language and structure used. [20]
ANDb) Explore in detail one other poem from your anthology which expresses doubt or uncertainty in relationships. [20]
Component 2 – Exploring poetry & Shakespeare
Section B: Shakespeare
Students study one play from set text list
Based on their set play, candidates choose one question from a choice of two:
EITHER an extract based question, making links to the whole play
OR a discursive question
Sample questionBased on Much Ado About Nothing by William ShakespeareChoose ONE question. You are advised to spend about 45 minutes on this section.
EITHERExplore how Leonato behaves as a father to Hero. Refer to this extract from Act 4 Scene 1 and elsewhere in the play.
Extract will be printed in the examinationExtract will be printed in the examinationExtract will be printed in the examination
[40]ORTo what extent does Shakespeare present Beatrice and Benedick as a perfect match for one another? Explore at least two moments from the play to support your ideas. [40]
Resources & Support
What support OCR offers you:
• Teaching & learning resources• Assessment preparation resources • A well supported community• New functionality online• CPD Training & Development
Transition Guides
Transition Guide
Transition Guides
Transition Guide
Delivery Guides
Delivery Guides
Delivery Guide
Lesson Elements
Lesson Element
Candidate Style Answers
Candidate Style Answers
Publisher Resources
In Development…• Curriculum planner & 3 year scheme of work (GCSE Lang and Lit)• 19th century texts delivery guide (GCSE Language)• Candidate exemplars (GCSE Language)• Anthology of unseen texts (GCSE Language)• Additional Delivery Guides (GCSE Language and Literature)• Introductory sample of the Poetry Anthology with associated
teaching resources (GCSE Literature)
