1. GCSE English and Literature
Welcome
23rd May 2017

2. Some key changes to GCSEs
Exams will be graded on 1-9 GCSE scale ( 9 is the highest grade)
There is no controlled assessment in most subjects, where it remains the marking has changed
Exams will be longer in length – English Literature is up to 2 ½ hours
There is more content and more complex content
All exams are now terminal (they will be taken at the end of Year 11)

3. Aims of the Language and Literature Courses
The Language and Literature courses aim to:
inspire, challenge and motivate every student, no matter what their level of ability
assessment students’ achievement in an untiered, closed book context through the use of extract-based questions in the assessment of the 19th-century novel and the Shakespeare plays.
Provide a skills-based approach to the study of English and English literature that is consistent across the genres
Prepare students for AS and A-level English Literature and Language, as well as giving students a grounding in a wide variety of literature that will stay with them for life
Give students transferable skills across the two subjects and for life

4. Language Assessment Objectives
critical reading and comprehension
summary and synthesis
evaluation of a writer’s choice of vocabulary, form, grammatical and structural features
comparing texts
producing clear and coherent text- but different focus
writing for impact: selecting, organising and emphasising facts, ideas and key points; citing evidence and quotation effectively and pertinently to support views; creating emotional impact; using language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis).
Point out red Aos as those in common with lit
Coherent texts: slightly different focus:
writing effectively for different purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue; selecting vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context; using language imaginatively and creatively; using information provided by others to write in different forms; maintaining a consistent point of view; maintaining coherence and consistency across a text

5. Language Exams Two papers or components
Papers ask students to relate reading sources to the topic
Asked to write imaginatively and persuasively

6. Literature Assessment Objectives
Reading comprehension and reading critically
using understanding of writers’ social, historical and cultural contexts to inform evaluation
evaluation of a writer’s choice of vocabulary, grammatical and structural features
Comparing texts: comparing theme, characterisation, context (where known), style and literary quality
Writing: producing clear and coherent text
Using accurate Standard English: accurate spelling, punctuation and grammar.
Comprehension means:
• literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events • critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text;
Bullet three means:
: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation
Writing means:
: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotation and using detailed textual references •

7. Texts and Authors At present, for Literature students study: Macbeth
"Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become." - C.S. Lewis
At present, for Literature students study:
Macbeth
An Inspector Calls or Blood Brothers
A Christmas Carol
An anthology of poems selected by the exam board
Unseen poetry – in preparation for questions asking students to analyse and compare poems they have not seen before
Warning:
Chice of text is teacher dependent – we may increase choice depending on staff expertise, exam board, results in summer etc. For example one teacher is planning to read and study Lord of the Flies however we will await results and mark breakdowns to ensure this is the best choice for that particular group of students.
Best advice is to be reading – lots!

8. Literature Exams
Reading is to the mind what exercise is to the body. – Joseph Addison
Closed book! Two components up with exams up to 2 1/2 hours
Best advice?
Keep up with the workload
Make good quality revision materials as text are covered
Respond to teachers’ comments
Any missed work needs to be completed
Explain why and that teachers will advise them on a number of ways to create effective revision materials but it is up to them to do it.

9. In a nutshell… We want Crofton students to:
‘One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.’ Carl Jung
In a nutshell…
We want Crofton students to:
• read a wide range of classic literature fluently and with good understanding, and make connections across their reading
• read in depth, critically and evaluatively, and be able to discuss and explain their understanding and ideas
• develop the habit of reading widely and often
• appreciate the depth and power of the English literary heritage
• write accurately using Standard English
• acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read and express themselves coherently, articulately and persuasively in any context

10. How can you help your child?
Tell me and I forget. Teach me and I remember. Involve me and I learn. – Benjamin Franklin
How can you help your child?
Organise a fully resourced work area: highlighters, post-its, buy set texts
Encourage them to watch the news, read an article/ paper once a week and discuss ideas with you
Ask ‘big questions’ e.g. how far do you agree young people are all ….? What’s the point of education? Should everyone get an education? Should everyone be entitled to health care/ police protection/ nursery education/ access to parks and green areas? How would you improve your local area for….(specific group of people) How would you feel if…..?
Ask them to describe smells, tastes, sounds etc. with a wider vocabulary
Encourage them to make revision resources as they go and use them to test them/ ask questions: flashcards, mind maps, annotations
Read the texts with them
Buy revision guides
Play word games etc.
Fingers!
Explain benefits of having own texts
Explain that they need opinions and they can be diffeeent to their parents! Is the dialogue and justifying the ides that= important