Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Network Events GCE English Language.

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Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Network Events GCE English Language Spring 2016

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Agenda 1.Overview of the specification 2.Planning issues 3.Language frameworks and levels 4.Child Language 5.Approaches to coursework 6.Questions and ideas for future network events

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

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level AS and A level at a glance ComponentAssessment Method Weighting A level 1 – Language VariationExamination35% 2 – Child LanguageExamination20% 3 – Investigating LanguageExamination25% 4 – Crafting LanguageCoursework20% AS level 1 – Language: context and identityExamination50% 2 – Child LanguageExamination50%

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Assessment Objectives % in A Lev % in AS AO 1 Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO 2 Demonstrate critical understanding of concepts and issues relevant to language use AO 3 Analyse and evaluate how contextual factors and language features are associated with the construction of meaning AO 4 Explore connections across texts, informed by linguistic concepts and methods 1510 AO 5 Demonstrate expertise and creativity in the use of English to communicate in different ways Note: this Assessment Objective must be targeted with at least one of AO2, AO3 or AO4, either in the same task or in two or more linked tasks. 1210

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Issues arising from AOs Don’t get hung up on overall weightings Questions and mark schemes are ‘holistic’ Targeting of AOs is built into task styles

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level AS Level PaperOverview of assessment AS 1 Language: Context and Identity 1.5 hrs Section A: Language and Context: one compulsory question on a small set of thematically linked unseen data from 19 th -21 st centuries. (AO1, AO3, AO4 assessed). Section B: Language and Identity: one compulsory question on unseen 21 st century data. (AO1, AO2, AO3 assessed). Section A 25 marks Section B 25 marks AS 2 Child Language 1.5 hrs Section A: creative response to one short piece of unseen written data (AO2, AO5 assessed). Section B: extended response to one longer set of unseen spoken data (AO1, AO2, AO3 assessed). Section A 20 marks Section B 30 marks

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level A Level PaperOverview of assessment AL 1 Language Variation 2h 15m Section A – Individual Variation: one compulsory question on two linked unseen texts. (AO1, AO2, AO3, AO4 assessed). Section B – Variation over Time: one compulsory question on two thematically linked unseen texts, from two different periods from c1550 onwards. (AO1, AO2, AO3, AO4 assessed). 35% of A-Level Section A 30 marks Section B 30 marks AL 2 Child Language 1hr Students answer one compulsory question based on a set of unseen data – either spoken or written. (AO1, AO2, AO3 assessed). 20% of A-Level 45 marks

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Components 1 & 2 – Matters Arising Range of content from AS 1 & 2 is comparable to AL 1 Question stem for both sections of AL 1 now the same Variation over time not required at AS, but can be used as a context feature Texts for historical variation from c1550 onwards, but awareness of key developments before that will be valuable

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level A Level ComponentOverview of assessment AL 3 Investigating language 1h 45m Section A – one question on an unseen text related to their chosen sub-topic (AO1, AO2, AO3 assessed) Section B – one question drawing upon the knowledge acquired from their own investigation (AO1, AO2, AO3, AO4 assessed) 25% of A level 45 marks Section A 15 marks Section B 30 marks AL 4 Crafting language Coursework TWO pieces of original writing same genre, differentiated by function and/or audience (AO5 assessed) 1500–2000 words ONE commentary, reflecting on the two pieces they have produced (AO1, AO2, AO3, AO4 assessed) words 20% of A Level 50 marks Writing 30 marks Commentary 20 marks

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

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Planning Use of Transition Unit Reviewing the year so far Feedback and sharing resource ideas

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level FRAMEWORKS & LEVELS

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Frameworks Frameworks: discourse and pragmatics –over-arching societal and cultural interpretations Discourse: –rooted in an understanding of ideologies –consider intention of the speaker or author, as well as the viewpoint of the audience or reader Pragmatics –link to cultural expectations about such issues as gender or politeness –analysis of the effects of different contexts on language production.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Levels The over-arching frameworks are realised through the more structural issues found in the hierarchy of levels: sounds (phonetics, phonology and prosodics) graphology (visual aspects of written texts) vocabulary (lexis and semantics) grammar (morphology and syntax: structural patterns at word, phrase, clause and sentence level)

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

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level AS Component 2: Child Language Question 1: Responding to written data AS students will always explore the ‘written’ data in a ‘creative’ response. As well as developing their understanding of concepts and issues related to children’s writing, students will develop their own ability to craft their writing for different forms, functions and audiences. Some examples of forms, functions and audiences that students might explore are: o forms – articles, talks, reports o functions – to inform, to explain, to persuade o audiences – students, parents, non-linguists.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level AS & AL Component 2: Child Language Students should be introduced to relevant developmental, functional and structural theories associated with the development of language, including: the earlier debates of behaviourism innateness versus nativism, cognitive and interactive theories functional approaches current methods of teaching literacy.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level APPROACHES TO COURSEWORK

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Component 4: Crafting Language study the distinctive features of a variety of genres (for example feature articles, journalist interviews, speeches, scripted presentations, dramatic monologues, short stories and travel writing). identify and examine texts (style models) that exemplify key features of their chosen genre and investigate the effects of different language choices and discourse strategies for different contexts. complete two assignments: –two pieces of writing in the chosen genre differentiated by function and/or audience (advisory total word count 1500–2000 words). –a commentary (1000 words) in which they reflect on their language choices in both pieces of writing.

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Component 4: Crafting Language Commentary guidance write a single commentary of a maximum of 1000 words reflecting on the two pieces of writing they have submitted. Successful commentaries will: –include critical application of linguistic analysis using linguistic terminology where appropriate and using good written expression and effective organisation –show that the student is able to apply a range of linguistic concepts and issues to their own texts and to the stimulus materials –comment effectively on contextual factors which contribute to the organisation of texts, such as purpose, genre and audience –discuss connections between their own work and the stimulus texts (and, where relevant, between their own individual pieces).

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Component 4: Crafting Language GenreAudienceFunctionText Description Travel WritingGap year students InformA magazine feature on top travel destinations for your gap year. PensionersPersuadeA magazine article to encourage pensioners to explore the world. Task setting: Students can use a grid like those in the specification to help plan their pieces and ensure differentiation of audience and/or function

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Component 4: Crafting Language GenreAudienceFunctionText Description Choose a genre or two and suggest possible tasks a student could do

Click to edit Master title style Click to edit Master text styles –Second level Third level –Fourth level »Fifth level Questions? Are there any further issues not addressed so far? FAQs Make use of the online forum

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: Tel: English forum look at and participate in: community.edexcel.com/english/default.aspx community.edexcel.com/english/default.aspx Twitter: