Curriculum overview for GCSE English Language and GCSE English Literature

Curriculum intent – the knowledge, understanding and skills that students will learn
The GCSE English Language course is taught alongside the separate GCSE English Literature course and both qualifications build on the knowledge, understanding and skills established at Key Stage 3. The combined Key Stage 4 course (leading to separate qualifications in GCSE English Language and in GCSE English Literature) requires the reading and exploration of the following literary genres: poetry, prose and drama, including Shakespeare (for GCSE English Literature) as well as a range of short fiction and non-fiction texts, and extracts including non-fiction and literary non-fiction written in the 19th century (for GCSE English Language).  The course develops students’ abilities to analyse, explore and evaluate texts, particularly language effects, and to make connections between texts; connections between poems (for GCSE English Literature) and connections between non-fiction texts that express a point of view (for GCSE English Language). The course requires students to also write for different audiences and purposes. Students are required to write critical exploratory essays (for GCSE English Literature), imaginative descriptive writing from a visual stimulus and responses which express a point of view for different purposes and different audiences (for GCSE English Language) and also to understand how to use the features of different types and styles of writing in their own writing. For GCSE English Language, students are also required to complete a spoken language presentation and answer questions on it, as part of the qualification requirements.  

For GCSE English Literature students are required to study as a minimum: a Shakespeare play, a 19th century novel, a modern text, a cluster of 15 poems and a range of “unseen” poetry. The course requires students to show knowledge and understanding of:
•    The ways in which writers shape meanings in literary texts of different genres
•    The effects of key features including content, themes, structures and use of language
•    The ways in which texts can be interpreted by different readers, including over time 
•    The significance of contextual influences on readers and writers.

For GCSE English Language students are required to study as a minimum: a range of descriptive and/or imaginary fiction extracts and a range of non-fiction texts which express a point of view, including 19th century literary non-fiction.  Students also complete a Spoken Language presentation, on a topic of their choice.
The course requires students to show knowledge and understanding of:
•    The ways in which writers shape meaning in fiction and non-fiction texts
•    The methods writers use to create effects
•    The ways in which texts can be interpreted by different readers, including over time 
•    How to give a Spoken presentation on a topic of their choice and answer questions on it

Curriculum implementation – teaching, learning and assessment strategies
Students will be taught the set texts in class but also be expected to complete some reading at home set as homework. Class teaching is sequenced to ensure students are able to start applying their skills on a text that is relatively simple to follow and understand. All students start with An Inspector Calls which is a modern play, set in one room, over a period of just a few hours and features just six characters on stage, plus a maid who has no lines. Students thus begin their GCSE English course with a deceptively simple text which enables students to focus on honing their analytical skills before moving on to the more challenging and complex Shakespeare play. Romeo and Juliet then requires students to remember many more characters, follow complicated plot twists and interpret language which is much more demanding. The study of these plays is punctuated by dipping into the fundamental principles of English Language Paper 1. After studying the two plays, students apply their knowledge of analysing language and literary techniques - including poetic techniques such as rhythm, rhyme, assonance etc. - from their study of Shakespeare and apply it to the study of a collection of Love and Relationships poems as well as other “unseen” poems. 

Class teaching requires a high level listening skills and the ability to make notes from the teacher and from students’ own ideas.  Verbal participation is also required, particularly through discussions. Students have the opportunity to debate ideas from various perspectives to encourage them to consider other points of view in relation to the texts studied and to deepen their analysis. Assessments take the form of literary essays and descriptive imaginative fiction writing.  Year 10 culminates in a GCSE English Literature Paper 2 Pre-Public Examination (mock exam) administered in examination conditions.  

Year 11 begins with focus on GCSE English Language Paper 2. Having already developed skills in interpreting and analysing writers’ viewpoints in a literary context, students now progress to looking at writers’ viewpoints and how they are expressed in non-fiction contexts. This leads to the study of A Christmas Carol before Christmas, and the re-visiting and revision of Romeo and Juliet - studied in Year 10 - in preparation for GCSE English Literature Paper 1 Pre-Public Examination at the end of December. After studying A Christmas Carol, students return to the revision of GCSE English Language Paper 1, building on the foundations laid in Year 10.  The aim is for all of the content for GCSE English Language and GCSE English Literature to have been covered by the Spring half term of Year 11, thus providing students with 10 weeks or more to re-visit, revise, strengthen and consolidate their knowledge and skills in preparation for all four examination papers in the Summer term.   

Curriculum impact – intended outcomes for students
This qualification will enable students to:
• Explore and understand a wide range of texts 
• Develop the valuable transferable skills of analysis and composition
• Write in a variety of styles for different purposes and audiences 
• Start to cultivate their own critical responses and engaging with the richness of literature.

Course overview for GCSE English Language taught alongside GCSE English Literature

Exam board:  AQA
GCSE English Language - https://www.aqa.org.uk/subjects/english/gcse/english-language-8700/specification-at-a-glance      
GCSE English Literature -  https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/specification-at-a-glance
Coursework: Not applicable 
Non-examination Assessment for English Language: Compulsory spoken language task 

GCSE English Language
Paper 1:  Explorations in Creative Reading and Writing – 50%
Section A – Reading: One literature fiction text 
Section B – Writing: Descriptive or narrative writing

Paper 2:  Writers’ Viewpoints and Perspectives  – 50%
Section A – Reading: One modern non-fiction text and one 19th century literary non-fiction text 
Section B – Writing: To present a viewpoint 

GCSE English Literature
Paper 1:  Shakespeare and the 19th century novel - 40%
Section A – Shakespeare:  Romeo and Juliet
Section B - 19th century novel:  A Christmas Carol 

Paper 2:  Modern Texts and Poetry  - 60%
Section A – Modern text:  An Inspector Calls 
Section B – Poetry Anthology: Love and Relationships poetry cluster
Section C: Unseen Poetry