GCSE English Literature January 2017 Launch & Support GCSE English Literature January 2017

Agenda Revision of GCSE Qualifications (for first teaching September 2017) Introduction Overview of new Specification Specimen Assessment Materials (SAMs) Support Materials Q&A

Accreditation Process Regulatory Framework General Conditions of Recognition CCEA will ensure that each qualification offered is fit for purpose Accreditation Process N Ireland GCE and GCSE Qualifications Criteria Two-stage process Stage 1: submission of qualification strategies for approval Stage 2: submission of qualification materials for review and accreditation

Qualification Strategies CONTENT - Rationale for the proposed: inclusion of internal assessment, where relevant weighting of internal and external assessment wording and weighting of assessment objectives assessment of mathematical skills : Biology, Chemistry, Physics, Economics, Business Studies assessment of QWC and subject content ASSESSMENT – Rationale for the: subject content for Specimen Assessment Materials (SAMs) content in assessments ensuring full coverage over the lifetime of the qualification duration of examination papers allocation of marks in examination papers, where appropriate number and type of questions in examination papers, where appropriate word limit or time limit for internal assessment and allocation of marks for internal assessment

Specification and Specimen Assessment Material (SAMs) Northern Ireland Regulator will carry out: an administrative review a subject-specific review a review of regulatory requirements

Collaborative Approach to the Revision Desk top Research Writing Teams Teachers Higher Education Consultation Existing Specifications Draft Specifications Consultation with students Relevant content Prepared for further study/work

Quality Assurance Higher Education - Higher Education Panel and Subject Advisory Team Industry - Industry Panel and Subject Advisory Team Teachers - Subject Advisory Team Equality Panel - Access for all Final CCEA Quality Assurance panel - Review of consultation comment logs and comment logs associated with all QA panels

Quality Assurance Equality Panel Final CCEA Quality Assurance panel Access for all Final CCEA Quality Assurance panel Review of consultation comment logs Review of comment logs associated with all QA panels Only when CCEA Quality Assurance panel is satisfied that all issues raised have been appropriately addressed will the Specification and Sample Assessment material be submitted for accreditation

GCSE English Literature Unique features Employability New specification includes new texts available to study – modern writers, American literature, local writers - to enrich the learning experience of students It is a unitised specification so there is flexibility in entering for a unit and each unit can be re-sat individually It is linked with GCSE English Language so texts studied in the Literature course can be used as stimulus for Controlled Assessment in English Language. This qualification helps students develop their skills of critical analysis and evaluation whilst also giving them opportunities to develop their ability to present cogent arguments Potential pathway into a range of careers, for example: teaching, law, marketing, Public Relations, journalism, etc.

Specification at a glance Content Assessment Unit 1: The Study of Prose weighting: 30% Unit 2: The Study of Drama & Poetry weighting: 50% Unit 3: The Study of Shakespeare weighting: 20% External paper – 1 hour 45 mins External paper – 2 hours Controlled assessment – 2 hours

GCSE English Literature Unit 1: The Study of Prose External paper – 1 hour 45 mins Available from Summer 2018 Worth 30% of the GCSE Students answer two questions: one from Section A on the novel studied (choice of two questions); one set question in Section B Section A is closed book; worth 40 marks Section B – response to an unseen extract; worth 20 marks

GCSE English Literature Unit 1: The Study of Prose Section A – Novel Recommended response time: 1 hour Choice of 6 novels to study: William Golding, Lord of the Flies Nick Hornby, About A Boy Jennifer Johnston, How Many Miles to Babylon? Harper Lee, To Kill a Mockingbird John Steinbeck, Of Mice and Men Roddy Doyle, Paddy Clarke Ha Ha Ha George Orwell, Animal Farm Choice of 2 free-standing* essay questions to respond to – a) or b)

GCSE English Literature Unit 1: The Study of Prose Section B – Unseen Prose Recommended response time: 45 mins 15 mins reading the extract; 30 mins writing the response One extract and one question The extract will be sourced from a piece of literature from the 19th Century This is a new element for this Revised Specification - support materials will be available to assist teachers in delivering this section

GCSE English Literature Unit 1: The Study of Prose Assessment Objectives for Unit 1 AO1 - respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations AO2 - explain how language, structure and form contribute to writers’ presentation of ideas, themes, characters and settings 2 AOs

GCSE English Literature Unit 2: The Study of Drama and Poetry External paper – 2 hours Available from Summer 2019 Worth 50% of the GCSE Students answer two questions: one from Section A on the play studied; one from Section B on the Anthology* studied Section A and Section B are open book (clean copies of the texts) Each section is worth 40 marks

GCSE English Literature Unit 2: The Study of Drama and Poetry Section A: Drama Recommended response time: 1 hour Choice of 6 plays to study: Sean O’Casey, Juno and the Paycock J B Priestley, An Inspector Calls Brian Friel, Philadelphia, Here I Come! Willy Russell, Blood Brothers R C Sherriff, Journey’s End Simon Stephens, The Curious Incident of the Dog in the Night-Time Choice of 1 free-standing* essay question or 1 extract-based question to respond to – a) or b)

GCSE English Literature Please note: there are prescribed editions for each of the plays – see Appendix 2 of the Specification

GCSE English Literature Unit 2: The Study of Drama and Poetry Assessment Objectives for Unit 2 Section A (Drama): AO1 - respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations AO2 - explain how language, structure and form contribute to writers’ presentation of ideas, themes, characters and settings DRAMA 2 AOs

GCSE English Literature Unit 2: The Study of Drama and Poetry Section B: Poetry Recommended response time: 1 hour Choice of 3 anthologies to study (see prescribed lists in Appendix 2 of the Specification): Anthology 1: Identity (15 poems) Anthology 2: Relationships (15 poems) Anthology 3: Conflict (15 poems) Each anthology comprises an interesting mix of poets from different cultures

GCSE English Literature Unit 2: The Study of Drama and Poetry Section B: Poetry continued This section assesses all 4 Assessment Objectives Students must compare two poems and integrate relevant contextual information into their response Choice of 2 questions – a) or b) One poem will be named, the student must select the second poem

GCSE English Literature Unit 2: The Study of Drama and Poetry Assessment Objectives for Unit 2 Section B (Poetry): AO1 - respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations AO2 - explain how language, structure and form contribute to writers’ presentation of ideas, themes, characters and settings

GCSE English Literature Unit 2: The Study of Drama and Poetry Assessment Objectives for Unit 2 Section B (Poetry): AO3 - make comparisons and explain links between texts, evaluating writers’ differing ways of expressing meaning and achieving effects AO4 - relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times

GCSE English Literature Unit 3: The Study of Shakespeare Controlled assessment – 2 hours Available for moderation from Summer 2019 Worth 20% of the GCSE The level of control for task setting is high. This means that we set the task. Tasks will change each year. Centres must choose their task from the list we provide. The question must enable a response to the whole play. Teachers mark the responses then CCEA moderate

GCSE English Literature Unit 3: The Study of Shakespeare Controls Planning and prep work can be done under limited supervision – i.e. can be homework, group work Direct/formal supervision of production of final piece (i.e. piece being marked and available for moderation). This means candidates must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed

GCSE English Literature Unit 3: The Study of Shakespeare Controls (continued) 2 hour time limit given for final write-up (final production) – doesn’t all have to be in one sitting; work must be stored securely after each sitting Students must not have access to work completed in between controlled sessions and no feedback can be given in between sessions Please ensure you are familiar with the Joint Council for Qualifications(JCQ) document Instructions for Conducting Controlled Assessments, available at www.jcq.org.uk

GCSE English Literature Unit 3: The Study of Shakespeare Students complete one extended writing task on a set theme The themes for first moderation in 2019 are: Theme 1: Conflict or Theme 2: Love

GCSE English Literature Unit 3: The Study of Shakespeare (Please see Appendix 3 of the Specification) Conflict tasks: Examine the way Shakespeare presents the theme of conflict in your chosen play. Examine the way Shakespeare presents conflict between characters in your chosen play.

GCSE English Literature Unit 3: The Study of Shakespeare Love tasks: 3. Examine the way Shakespeare presents the theme of love in your chosen play. Examine the way Shakespeare presents love between characters in your chosen play.

GCSE English Literature Unit 3: The Study of Shakespeare Assessment Objectives for Unit 3: AO1 - respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations AO2 - explain how language, structure and form contribute to writers’ presentation of ideas, themes, characters and settings AO4 - relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times

Quality of Written Communication QWC is assessed in every Unit and Section as each require extended writing Students should: ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear; select and use a form and style of writing that suit their purpose and complex subject matter; and organise information clearly and coherently, using specialist vocabulary where appropriate.

Terminal Assessment Rule Reminder Students must take at least 40% of the assessment at the end of the course

Q&A

GCSE Support Sample assessment materials Type of Support Date Sample assessment materials Rolling basis from January 2017 Student guides/subject Snapshots Microsites Planning Frameworks Fact files Rolling basis from March 2017 Bespoke Materials Support Events Ongoing

Support for GCSE English Literature Each Unit of the Revised Specification has a number of support documents. In addition to the Planning Frameworks and Fact files the Resource Writing Team have also created: Glossary of key terms Poetry ‘Toolkit’ PowerPoints to guide students through the structure of the Units and how best to approach each Unit/Section

Contacts: GCSE English Literature Education Manager: Olivia McNeill Telephone: 028 90 261200 Ext 2963 Email: omcneill@ccea.org.uk Subject Support Officer: Joan Jennings Telephone: 028 9026 1439 Email: jjennings@ccea.org.uk Specification, sample assessment and support materials available on the subject microsite at www.ccea.org.uk

Why choose CCEA? mbvbmvbmvb We support Learners - CCEA puts the learner at the centre of everything we do. We think about what learners need for life and work and then build solutions to meet those needs. We do this for the entire curriculum – from Foundation and Early Years to A level and beyond. mbvbmvbmvb We are Local - CCEA is Northern Ireland’s awarding body. We understand local needs and we are focused on providing services and products for learners in Northern Ireland. This also means we’re near you, should you need help or support. We are Listening - CCEA listens to those who use its products and services; this means listening to teachers, employers and learners, and taking action to ensure better outcomes for learners. This approach ensures that we develop relevant, high quality and innovative specifications and support.

Working with CCEA The benefits: teacher cover provided first-hand experience of how the examining system works user insight to the standards required for the assessment opportunity to examine assessments across a range of abilities improved learning and teaching outcomes creates links with CCEA personnel/subject officer opportunity to network with other professionals provides recognition and enhances the professional development of teachers

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