1. Some personal reflections
Subject English/es at A Level : possible barriers and enablers provided via the current GCSE specification
Some personal reflections
Context : Di Leedham
NALDIC (The National Subject Association for EAL) representative on CLiE
Mainstream English/Literacy teacher since 1984
AQA English Language GCSE Examiner on the current specifications (first examination in 2017)
Dropbox link

2. A learner’s journey to English/English Lit GCSE (2017 onwards) and beyond
KS2 :
National Curriculum prescribed grammar teaching, with year on year linear content coverage and glossary of terminology
Preparation/practice for high stakes/high accountability GPS test
GPS test
KS3 :
Nothing specific : consolidate KS2
KS4 :
Analysis/evaluation of writer’s craft, purposes, effect in both Language and Literature to be enacted via ‘terminology’ and student success in doing so assessed in the mark scheme.
No indicative content or terminology provided
Positive marking (so no error penalties)
In writing, a high tariff for ‘ambitious/sophisticated vocabulary’, ‘full range of sentence forms’ and control/accuracy in punctuation, ‘sentence demarcation’ and spelling.

3. https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12170
KS2 GPS test
introduced 2013 
GCSE cohort
in 2018
updated 2016
cohort entering Y10
in 2019 for GCSE
In 2021
Grammar Policy and Pedagogy from Primary to Secondary School : Ian Cushing

4. Paper One : Explorations in creative reading and writing
GCSE English Language : current AQA Specification
Quality of reading responses to be adjudged
Simple/basic
Some success
Clear
Perceptive/Sophisticated
Paper One : Explorations in creative reading and writing
1 fictional extract : 20/21C
4 questions to assess reading
1 question to assess writing
Paper Two : Writers’ viewpoints and perspectives
2 literary non fiction extracts : 19C + 20 or 21C
4 questions to assess reading
1 question to assess writing
Quality of writing responses to be adjudged
Simple/basic
Some success
Clear/Consistently Clear
Convincing/Compelling

5. GCSE English Language : current Assessment Objectives
AO1: identify and interpret explicit and implicit information and ideas, select and synthesise evidence from different texts
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
AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
AO4: Evaluate texts critically and support this with appropriate textual references
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
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20 % of the marks for each specification as a whole.)

6. Language study is visible and assessed at GCSE - a variety of linguistics models/approaches could be adopted and would be given credit if deployed in ways which meet the marking criteria.
Teacher familiarity with the new specifications is likely to support more confident teaching.
BUT
Little continuity between the study of language at KS2, KS3 and KS4 and no reliable bridges between GCSE and A Level Language - unless individual teachers have the knowledge or the motivation to build those connections.
Teacher attention is still often focussed on the demands of the Literature courses (closed book, unprepared extract questions, 19th century prose text + Shakespeare + poetry anthology + another ‘classic’ text).
Coverage of English Language is not necessarily reflected in informal time allocation.
A number of English teachers view Literature as the core business of subject English. It has content, particularly in relation to context, which can be taught and this is perceived as being responsive to popular Direct Instruction approaches. Some teachers assume an implicit reader  writer transfer.
An increasing number of English teachers are keen on ‘Mastery’ models of English Language which prioritise rhetoric and the guided practice of vocabulary and sentence structures. This seems to help some students achieve but relentless repetition may demotivate others? It doesn’t bridge well to nuances of A Level English Language.
Teacher knowledge about language is still very uneven. Some are actively hostile to grammar. Many struggle to consolidate and develop residual KS2 GPS knowledge in a new context. Few have confidence or desire to address/adapt a range of language models critically/holistically. Not enough subject specialists!
AO1: identify and interpret explicit and implicit information and ideas, select and synthesise evidence from different texts
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
AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
AO4: Evaluate texts critically and support this with appropriate textual references
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
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20 % of the marks for each specification as a whole.)

7. A provocation
Has there ever been a coherent, supportive pedagogical climate which actively encourages sign up for English Language and/or English Language&Literature at A Level?

8. Personal framing as a ‘teacher of language’
A Language for Life
English 5-16 HMI
Kingman Report
National Curriculum + start of GCSEs 1988
Cox Report 1989
Language In The National Curriculum LINC
Coursework 1988  Controlled Assessment 2009
Spoken Language Study CA 2011 (until 2015)
SPaG test (+ glossary) KS
NC reform and new GCSE Specifications 2015
Personal framing as a ‘teacher of language’
Traditional 1960s ‘naming of parts’ grammar
Classics  legacy matriculation requirements
English Literature degree with focus on language analysis
PGCE at Goldsmiths 1984
Becoming Our Own Experts
Rosen/Barnes/Martin/National Oracy Project
Teaching/Head of Department 1985 
Active involvement in LINC networks and trialling resources
KAL in the National Curriculum + GCSE CWK
EYFS/Language and Literacy Postgrad study
Doing Critical Literacy : Hilary Janks
EAL National Strategy + functional linguistics/LCT
Grammar for Writing
Glamour of Grammar/Englicious
QMUL
1992
Fran Nantongwe : incinerator story

9. But the view from the classroom remains bleak for many
Too soon to call?
Anecdotal evidence suggests an increase in A Level uptake in English/es in 2019.
Unconfirmed!
But the view from the classroom remains bleak for many