GETTING READY TO TEACH PEARSON'S NEW GCSE (9-1) ENGLISH LITERATURE FROM 2015 Our Getting Ready To Teach training looks at the requirements of the new specifications.

GETTING READY TO TEACH PEARSON'S NEW GCSE (9-1) ENGLISH LITERATURE FROM 2015
Our Getting Ready To Teach training looks at the requirements of the new specifications and how they can be delivered in the classroom. This is the presentation used in our events and there are embedded notes that will talk you through the specification content and assessment. The presentation will look at: the structure, content and assessment of the new qualification Papers 1 and 2 the support available to guide you through the changes possible teaching and delivery strategies. It may help you to have the following documents to hand – they can all be found on our website. GCSE (9-1) English Literature) Exemplars (exemplar student responses with examiner commentaries and mark schemes)- most references will be made to these GCSE (9-1) English Literature Sample Assessment Materials (SAMs)(sample question papers with mark schemes) GCSE (9-1) English Literature specification These slides will take you through our new specification. We will begin with an overview and gradually move in to look at the requirements of each paper in closer detail.

SPECIFICATION OVERVIEW
These slides will take you through our new specification. We will begin with an overview of the specification and gradually move in to look at the requirements of each paper in closer detail. In working through each slide, there will be opportunities to reflect on the implications for teaching and learning – what can stay the same, and what will need to develop, both in KS4, but just as importantly in KS3 as a foundation for building on and developing key skills. SPECIFICATION OVERVIEW

Changes to subject criteria
GCSE English Literature 4 set texts covering 19th Century novel Post-1914 British prose or drama Poetry from 1789 including Romantic Poetry Shakespeare Students are also required to compare two unseen texts Closed book examination 5% SPaG Minimum examination time of 4 hours Changes These changes are ones with which all awarding bodies must comply. The SPaG weighting is the same as the current GCSE English Literature spec. The closed book examination also applies to the poetry anthologies. 3

GCSE English Literature
Paper 1 – 1 hr 45 mins (50%) Paper 2 – 2 hrs 15 mins (50%) Section A: Shakespeare Two questions One based on a 30-line extract and one on the whole play Section B: Post-1914 British Drama or Prose Students study EITHER drama or prose Choice of essay questions SPaG is assessed 19th Century fiction One based on a 400-word extract and one on the whole novel Poetry One question comparing one named poem from the chosen anthology collection with another of the student’s choice from the collection One question comparing two unseen contemporary poems Papers at a glance Paper 2 is longer to cover the poetry requirements but both papers are equally weighted. Each section of both papers has a total of 40 marks and counts for 25% of the total marks so students will know that each section is equally important. Each Section A has a two-part question (each part worth 20 marks) where the first part is based on an extract from the text. SPaG is only assessed on Section B of Paper 1. 4

Paper 1 – Set Texts Paper 2 – Set Texts Section A: Shakespeare Macbeth The Tempest Romeo and Juliet Much Ado about Nothing The Merchant of Venice Twelfth Night Section B: Post-1914 British Drama or Prose Animal Farm Lord of the Flies Anita and Me The Woman in Black (novel) An Inspector Calls Hobson’s Choice Blood Brothers Journey’s End Section A: 19th Century fiction Jane Eyre Great Expectations Dr Jekyll and Mr Hyde A Christmas Carol Pride and Prejudice Silas Marner Frankenstein Section B: Anthology poems – 15 poems in each collection Relationships Conflict Time and Place Texts There are some familiar titles here and also a wide range of texts that should enable everyone to find those that will best suit their students. A new poetry anthology has been published (and is free to order from the website): You will need to choose one of the 3 collections to teach. Each will cover a range of traditional and modern poems, all of which will need to be studied. 5

AO Assessment objective % in GCSE AO1 Read, understand and respond to texts Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations 37 AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate 42 AO3 Show understanding of the relationships between texts and the contexts in which they were written 16 AO4 Use of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation 5 Here are the AOs . AO1 – requires textual references/quotations and is assessed in the following questions: Paper 1 Q1b -6b (Shakespeare);Paper 1 Section B; Paper 2 Q1b -7b (19th century novel); Paper 2 Q11 (unseen poetry) AO2 – requires students to analyse language form and structure and use subject terminology and is assessed in the following questions: Paper 1 Q1a-6a (Shakespeare extract); Paper 2 Q1a-7a (19th century novel extract); Paper 2 Q8-10 (poetry anthology); Paper 2- Q11 (unseen poetry) AO3 – requires students to demonstrate their understanding of context (looked at on a later slide) and is assessed in the following questions: Paper 1 Q1b-6b; Paper 1 Section B (Shakespeare); Paper 2 Q8-10 (poetry anthology) AO4 – SPaG is assessed on Paper Section B There is a breakdown of AOs on page 16 of the Specification. 6

PAPER 1 - SHAKESPEARE Paper 1 Section A- 25%
A suggested timing might be 55 minutes for this section. PAPER 1 - SHAKESPEARE

Paper 1 Section A Shakespeare
The question has two compulsory parts. Part a) is a close analysis of an extract which will be approximately 30 lines in length. Part b) is focused on how a theme from the extract is explored elsewhere in the play. Candidates also consider the context of the play. Part a) is assessed for AO2 (20 marks). Part b) is assessed for AO1 and AO3 (20 marks). Question format The use of an extract has worked successfully on the current English GCSE paper 2 and enables students to focus closely on language and support their points with quotations. Part b) requires a more general knowledge of the whole text as well as some reference to the context of the play 8

Textual references and quotation
What is required? Many teachers and students are concerned about the fact that the assessment objectives and the mark schemes all refer to quotation and textual reference but this is not as daunting as it sounds. When we provide an extract – part a of Shakespeare and part a of the 19th century novel and the unseen poetry, we would expect quotations to support points as students have the extract printed on the examination paper. Where students are required to answer on the whole text, it would be helpful if they could remember a few key, relevant quotations but they can also refer in more general terms to the part of the text and/or paraphrase. 9

Text and Context (AO3) 10 What is required?
This is taken from page 8 of the specification. As you can see, there are many different, appropriate ways in which context can be addressed. Students should, however be deterred from simply adding on a paragraph of biographical detail about the author. Whatever is written must be relevant to the text and the question and enhance the response. 10

Exemplar extract – Macbeth part a) Paper 1 Q1a: Explore how Shakespeare presents the character of Lady Macbeth as being in control in this extract. Refer closely to the extract in your answer. In this extract from macbeth Act 2 Scene 2 there is an argument between macbeth and lady macbeth, and it asks you how does shakespeare represent lady macbeth it shows you that she is angrey with macbeth because macbeth has just killed Duncan and is ashamed of it and scared. This is a direct quote "I am afraid to thing what I have done" This quote shows that he is scared of what he has done and that is what he and lady macbeth are arguing about also it shows you that lady macbeth is shouting at macbeth Quote "infirm of purpose!”… Paper 1 Q1a (20 marks) and response This is an extract from a Level 1 response; the very slightly longer full version is on page 4 of the Exemplars booklet, followed by the examiner’s commentary and the mark scheme on page 6. AO2 is assessed here. There are key phrases in each level of the mark scheme to help you assess your students’ work. The answer is simple and the identification of language, form and structure is minimal. There is little evidence of relevant subject terminology. Understanding is implicit. There are two relevant examples, but there is no reference to ‘control’. The candidate does offer some interpretation, such as the use of the exclamation mark to show anger. Mark awarded: 3 11

Exemplar extract – Romeo and Juliet - Part b 3b) …Explain the importance of revenge elsewhere in the play…. …Juliet talks of revenge when she is grieving for Tybalt, this is bad as if she pursues the revenge she may lose her true love Romeo. Mercutio was protecting Romeo from Tybalt before he died, this could have made Romeo feel as though it was his duty to get revenge. As Mercutio is dying he says 'A plague a both your houses', this means he blames both the Montagues and Capulets for his death add wishes bad things on them. In those days, curses were taken very seriously and everyone is shocked when Mercutio says this three times. This could also be seen as revenge, as he has basically given bad luck to both families and cursed them… Paper 1 Q3b (20 marks) and response The mark scheme for this question is on page 13 of the Exemplars booklet and the full response on page 11. AO1 and AO3 are assessed here. There are key phrases in each level to help you assess your students’ work. This is a relevant personal response and contains some focused points which are supported by examples from the play. The candidate has included a remembered quotation and commented on the fact that Mercutio repeats the words There is some sound comment on relevant context, but more development and further ideas would have benefited this response. This is a level 3 response. Mark awarded: 10 12

PAPER 1 – POST-1914 PROSE OR DRAMA
Paper 1 Section B-25% Many teachers have welcomed the opportunity to choose between teaching a novel or a play in Section B of this paper.. Suggested timing for this section- 50 minutes

Paper 1: Section B – Post 1914 Drama or Prose
Students complete one essay question from a choice of two on their text. Each question will be preceded by a short quotation from the text, to provide a stimulus for the response. Questions will focus on one or more of the following areas: plot, setting(s), character(s) and theme(s), and will require students to explore the question in relation to the context. A01, A03 and AO4 are assessed – 40 marks Question format This section of Paper 1 is where there is a choice of a traditional essay question. Students will not have access to their texts in the exam but the use of a quotation acts as a guide and stimulus and, of course, provides one quotation that they can use in their essay. AO1 is worth 16 marks AO3 is worth 16 marks AO4 is worth 8 marks and there is a separate 3 level mark scheme for this element of assessment. This is the only question where AO4 (SPaG) will be assessed. 14

Vocabulary, sentence structure, spelling (AO4)
SPaG is only formally assessed on Paper 1 Section B, the traditional essay question, although of course students will be encouraged to write as accurately as possible in all of their responses. There are 8 marks available, spread over a 3-level separate mark scheme. These criteria have been supplied by Ofqual, hence the reference to “level of demand of the question”. The level of demand here is simply what would be appropriate in an extended response. 15

Exemplar extract - An Inspector Calls Paper 1 Q8 – In what ways is Eva Smith exploited in the play?
…In the play, we learn that Eva Smith lost her job for organising a protest against the low pay of women at the factory. The play is set in 1914, before women's rights movement so women like Eva Smith and her co-workers would not be paid the same as a man who worked as hard as they did. Arthur Birling tells the inspector that he terminated Eva's employment because she had "too much to say", meaning he let her go because she incited protest at the exploitation of women at his factory… Paper 1 Q8 (40 marks) and response The full response is in the Exemplars booklet, followed by the examiner’s commentary and the mark scheme. There is more here than Level 1, as although largely narrative, there are elements of a personal response but the lack of examples keep this at the middle of level 2 for AOs 1 & 3, rather than at the top of it. The response falls in to level 3 for AO4. Marks awarded: = total 15 16

Exemplar extract - Animal Farm Paper 1 Q 15– Explore the significance of Boxer in the novel
…Furthermore, Boxer is significant as he is a loyal member of the farm and ultimately leads to his death. His loyalty is shown through the way he obeys Napoleon and helps the windmill plans by actively building the windmill. Boxer's obedience towards Napoleon depicts his loyalty and he always defends Napoleon. His significance is due to the fact he never questions Napoleon's motives and trusts Napoleon. Boxer's loyalty leads to his death as he is a very gullible character. This quotation, '"Boxer!" cried Clover in a terrible voice...' further supports the idea that Boxer is gullible as he never realised his imminent death until Clover calls out to him. The reader ultimately feels sympathy for Boxer at this points and surprise because there was no reason why Napoleon ordered his death… Paper 1 Q15 (40 marks) and response The full response, followed by the examiner’s commentary and the mark scheme can be found in the Exemplars booklet. The candidate maintains a focus on the question and provides a range of points to support the reasons why Boxer is significant in the novel. They have made use of the stimulus quotation but more specific examples from the text would have benefited the response. It meets most of the level 3 criteria for AOs 1 & 3.The response is at the top of level 3 for AO4. Marks awarded: = total 24 17

PAPER 2 – 19TH CENTURY FICTION
Paper 2 Section A-25% This is the longer of the 2 papers but remember the weighting of each section and the paper as a whole is the same as for Paper 1. PAPER 2 – 19TH CENTURY FICTION

Paper 1 – 1 hr 45 mins (50%) Paper 2 – 2 hrs 15 mins (50%) Section A: Shakespeare Two questions One based on a 30-line extract and one on the whole play Section B: Post-1914 British Drama or Prose Students study EITHER drama or prose Choice of essay questions SPaG is assessed 19th Century fiction One based on a 400-word extract and one on the whole novel Poetry One question comparing one named poem from the chosen anthology collection with another of the student’s choice from the collection One question comparing two unseen contemporary poems Recap and timings Here is a recap of the papers at a glance. In terms of timing, you will decide what advice to give to your students following their performance in mock exams but suggested timings might be: Paper 2 Section A – 55 minutes Paper 2 Section B anthology- 35 minutes Paper 2 Section B unseen poetry – 45 minutes. 19

Paper 2 – Section A – 19th Century
Question format The use of an extract has worked successfully on the current English Literature GCSE paper and enables students to focus closely on language and support their points with quotations. Part b) requires a more general knowledge of the whole text. There is no assessment of AO3 (context) on this question. Preparation for this question can be linked successfully with preparation for the unseen 19th century fiction text in English Language Paper 1. Key elements of the paper. Worth noting that AO3 (context) is not assessed here. Good cross over with Lang and extract work. 20

Exemplar extract - Jekyll and Hyde – part a Paper 2 Q3a) Explore how Stevenson presents the atmosphere of Victorian London in this extract. …Utterson views the scene and considers it 'like a district of some city in a nightmare'. The use of simile emphasises the fact that the scene is one of horror and discomfort. Victorian London is not a nice place to be, especially on such a horrific morning as this. A sense of foreboding is created as Utterson makes his Journey to Mr Hyde's house. In the second paragraph, the street is described and it shows the reader the poverty seen in London at the time. Stevenson describes the street as 'dingy', which suggests it is both dirty and run down. He then goes on to list other sights, such as 'a gin palace', which would not have been a 'palace' at all, but some establishment of ill- repute where one would expect to see those who had over-indulged and drunkards littering the street, even at this early hour… Paper 2 Q3a) (20 marks) and response The full response followed by the examiner’s commentary and mark scheme is in the Exemplars booklet. This is a confident response. The candidate employs a range of examples and develops some ideas in detail. Points are supported with a range of relevant evidence and specific words are explored and there is some exploration of structure. The response is sustained and the effect on reader considered. The response does seem to run out of ‘steam’ towards the end, hence why this is falls into the lower mark of Level 5 Mark awarded: Level 21

Exemplar extract - Jekyll and Hyde – part b Paper 2 Q3b) Explain why the setting is important elsewhere in the novel ...There are other settings in the novel, such as Utterson's, Lanyon's and Jekyll's houses. Each of these homes are described as being comfortable, which is in sharp contrast to the settings outside. Jekyll's house is described as being 'handsome', suggesting his wealth and success. When Utterson and Inspector Newcomen go to Hyde's house, the furniture is described in detail and the rooms are tastefully decorated. The reader gets a clue that Jekyll has provided most of the contents. The room is untidy, with clothes thrown everywhere and evidence burned, which confirms Hyde's guilt in both Utterson and Newcomen's minds, especially as part of the broken stick was there… Paper 2 Q3b) and response The full response, followed by the examiner’s commentary and mark scheme, is in the Exemplars booklet. The candidate considers both outdoor settings and those within houses. A range of well-chosen and appropriate examples have been provided and the response is detailed and engages thoroughly with the question. This is a closed book exam, so a copy of the text is not available to the candidate so all references are from memory. Mark awarded: Level 4 16 22

Paper 2 – Section B – Poetry
Anthology poetry: Part 1: students answer one question on one named poem from the poetry anthology collection, reproduced in the question paper, and one poem of their choice. Students will compare the poems. Questions will focus on the language, form and structure of the poem and the contexts in which the poems were written. AO2 and AO3 will be targeted. 20 Marks Timing Remember it is suggested that candidates spend about 35 minutes on this question. 23

Paper 2 – Section B – Poetry
Unseen Poetry Part 2: students answer one question comparing two unseen contemporary poems that are linked by a theme. Students are required to compare the poets’ portrayals of the theme through their use of language, form and structure AO1 and AO2 will be targeted. 20 marks Timing Remember it is suggested that candidates spend a little longer on this section- about 45 minutes – to allow for reading of the 2 unseen poems. 24

GCSE English Literature comparison
Comparison requirement – there is a requirement that 20%-25% of the marks for this qualification are achieved through comparison questions across AO1, AO2 and AO3. The table below illustrates how these marks are allocated. AO Assessment objective % in GCSE AO2 Anthology poetry (Component 2, section B, part 1) 9.5 AO3 3 AO1 Unseen Poetry (Component 2, section B, part 2) 5 7.5 Comparison There is no separate comparison AO as there is for English Language but the comparison requirement is assessed on the poetry questions and divided between the AOs 1-3 as seen on the slide 25

Comparison - anthology poems
Instructions to examiners In responses to Questions 8, 9, and 10, examiners should be aware of the different ways candidates may structure their responses. There should be sufficient evidence of a response comparing the poems. The coverage of the two poems need not be equally weighted but the second poem should have substantial treatment. Responses that are considerably unbalanced will not be able to access Level 3, where explanation of writers’ ideas and perspectives is required alongside a wide range of comparisons between texts. Candidates are free to select and comment on textual details in a variety of ways. They are not expected to deal with every possible point and may be rewarded for a comparatively small number of points if they are effectively developed and supported by well-chosen textual evidence. Comparison This is taken from the mark scheme on page 186 of the SAMs. As you can see, candidates will be rewarded positively for what they do but it is important that they do not simply tag on the second poem in a couple of lines at the end. 26

Exemplar extract - Anthology Poetry – Conflict Paper 2 Q9 – Compare how tension is presented in the two poems …Both poems are similar because they convey tension, but they are different because one refers to family tension between two people, but the other is about the tension caused by war and its effect on a whole country and its people. Both poems are structured in two sections - 'Catrin' is about two times when conflict and tension have been present in the mother and daughter relationship. 'What Were They Like?' has the questions and answers, although the poem can be read in different ways. The poets use similar language techniques in order to express their ideas, such as metaphors and alliteration. In 'Catrin', there are no direct questions, but in the second stanza a question creates tension "As you ask may you skate in the dark", whereas in 'What Were They Like?', questions are used to structure the poem… Paper 2 Q9 (20 marks) and response The full response to this question on the Conflict collection of poems, followed by the examiner’s commentary and mark scheme, in the Exemplars booklet. The response compares and contrasts the poems and considers some similarities and differences. Some points are developed, whereas other points would have benefited with more comment. The response would have been enhanced with an introduction, guiding the reader into the response and saying which two poems are going to be explored. Mark awarded: Level 27

Comparison - unseen poems
Instructions to examiners In responses to Question 11, examiners should be aware of the different ways candidates may structure their responses. There should be sufficient evidence of a response comparing the poems. Responses that are considerably unbalanced will not be able to access Level 3, where explanation of the writers’ ideas and perspectives is required alongside a wide range of comparisons between texts. Candidates are free to select and comment on textual details in a variety of ways. They are not expected to deal with every possible point and may be rewarded for a comparatively small number of points if they are effectively developed and supported by well-chosen textual evidence. Comparison This is taken from the mark scheme on page 199 of the SAMs. As you can see, the same advice is given to examiners when marking this question as for the anthology question. As the poems have not been studied, examiners will be mindful of the fact that students have had only a limited time to read the poems and will be open to a range of interpretations but they should be supported by close textual references. 28

Exemplar extract - Unseen poetry Paper 2 Q11 Compare the ways the ways the writers present an old person in Great Grandfather and On the Verge. …Within both poems they both share the same theme, the comparison of an elderly person. However the ideas in both poems contrast. For example, 'On the Verge', written by Michael Ware is the physical description of a person aging. 'The skin is wrinkled and speaks of age'. The skin is personified to speak of age. The fact he implies the skin is wrinkled we already assume it is aged. It speaks of its age the idea of aged appearance is repeated, on the first line, so the reader already visually pictures the man. This contrasts with 'Great-grandfather', written by Freda Downie. Within Great-grandfather it is not the elderly man who is physically described but his dated surroundings and the fact he is a great-grandfather that give the reader an insight of his age… Paper 2 Q11 (20 marks) and response The full response, followed by the examiner’s commentary and mark scheme are in the Exemplars booklet. This response demonstrates some understanding of the two poems, but the lack of examples hinders progress. A range of points have been made and the candidate has considered both poems and tried to explore the structure of both; the response to “On the Verge” is stronger. The response meets all the requirements for Level 2, but the lack of language examples prevent this moving into Level 3. Mark awarded: Level marks. 29

SUPPORT 30

Supporting you through the changes
Planning and delivery Teaching and learning Understanding the standard Personal support Tracking progress Training from Pearson To help you we are providing: Sample papers: there are sets available on the website Schemes of Work: 3 options available that offer different approaches Course planners: both 2 year (3 options) versions to act as a guide Key Stage 3 test materials: these are based on this new GCSE for Lang and Lit and are designed to develop skills all the way from the start to the end of Key Stage 3, ramping up skills and development. Let’s Think in English: resources to help prepare for unseen texts. 31

Understanding the standard
We will provide you with information and support to help you understand the standard: Comprehensive banks of exemplar student work and examiner commentaries derived from our trialling with centres Mark schemes that have been researched and trialed Extensive training for all units Additional sample papers Training on delivering units and marking mocks Local network groups Subject advisor To help: Exemplars: These are on our website and we are adding to these from September 2015 onwards Training will be available all through the course and around the key times of mocks to help teachers Networks are currently in place and will run to help support our centres with twilight or afternoon sessions in a local area to save on travel. We also offer both online and face to face events. All the details are on our website Sample papers: there are sets available on the website Local support team – this is the CSC (Curriculum support consultant) who will be there to help with both the qualifications and available resources. Subject advisor – as always, the subject advisor – Clare Haviland and her team are on hand to help you. Details are on the last slide. 32

The website All of the materials we have referred to in this presentation can be found on the homepage for GCSE English Literature Specification and SAMs – can be found on the Specification and sample assessment tab Exemplars, anthology materials, getting started guides and planners – can be found on the teaching and learning materials tab:

Planning and delivery We will provide you with the best support:
a range of course planners, outlining different delivery approaches an editable scheme of work to save you time a Getting Started guide with detailed guidance KS3 preparation tests Poetry anthology with free teaching and learning resources support packs for new topic areas. Course planners: both 2-year (3 options) and 1-year (2 options) versions to act as a guide. Please note that the 1-year planners can be used from 2016 and is for Language only. Schemes of Work: one SOW for Literature with other options available for Language that offer different approaches. Getting started guide which outlines the key assessment and content areas Key Stage 3 test materials: these are based on this new GCSE for Lang and Lit and are designed to develop skills all the way from the start to the end of Key Stage 3, ramping up skills and development Poetry anthology resources: We will talk about these in the later slides 34

Planning and SoW Option for a 2 year plan – year 10 Year 10 Language
Literature Autumn 1 Intro to Language AOs Intro to Literature AOs Autumn 2 Reading and Writing skills Shakespeare play Spring 1 AO3 – comparison writing skills Post-1914 text – introduction Spring 2 Mock exam Post-1914 text – reading the whole text Summer 1 Reading Skills – 19th century. 19th-century text Summer 2 Imaginative writing Introduction to poetry – anthology and unseen Options We have produced 3 different course planners for Language and Literature along with one Literature Schemes of Work (SOW) and additional Language SOWs to help you to plan and deliver the course. 35

Planning and SoW Option for a 2 year plan – year 11 Year 10 Language
Literature Autumn 1 Reading and Writing – non-fiction Poetry Autumn 2 Revisit Shakespeare play Spring 1 Revise Language Paper 1 Revise Literature Paper 1 Spring 2 Revise Language Paper 2 Revise Literature Paper 2 Summer 1 Revision – focus on timings and SAMs Exam Summer 2 36

Poetry Anthology ActiveTeach
Free teaching and learning resource to help you as you teach the Poetry Anthology Lesson plan for each poem will include: Worksheets, audio recordings and additional assets Guidance on context and help preparing students for comparison requirements Includes additional lessons covering prep for comparison requirements and a unit on preparing for the unseen poetry Available NOW online via ActiveTeach, for front- of-class use or easy download Classroom support You’ve told us in the past that the teacher support for the poetry anthology is really useful, so we’re providing you with even more this year. The anthology ActiveTeach will have the information you’re familiar with on it – lesson plans, worksheets, audio recordings of each of the poems, and an on-screen version of the poetry anthology that you can display front-of-class and annotate. This year we’re also adding extra support for the new aspects of the qualification. Each lesson plan will provide you with guidance on teaching context of the poems and support on getting your students to start thinking about comparison. Each collection will have an additional lesson focused on preparation for the anthology comparison question. And we’ll be extending the unseen poetry section, which will now include both support on preparing your students for the unseen poetry questions as well as support on comparing unseen poems. The poetry anthology ActiveTeach will now be delivered on Activeteach online, available for you to access from online anywhere, both for front-of-class teaching as well as for you to download everything you want. Ensure you have filled out your Intention to Offer (ITO) to gain access to ActiveTeach: 37

Poetry Anthology ActiveTeach
Text on screen, with links to all resources, including audio What ActiveTeach looks like Detailed lesson plans for each poem 38

KS3 Support – GCSE-style assessments
We are providing GCSE-style assessments opportunities for KS3 End of year assessments in years 7, 8 and 9 in both Language and Literature Baseline assessment for the start of year 7 in both Language and Literature One free unit of Grammar for Writing for Y9 These tests are now all available on our website. They are available in both word and PDF so you can cut and paste the materials to suit your needs. Literature KS3 tests: Language KS3 tests: The free Year 9 Grammar for Writing unit is available on ActiveTeach from September 2015. 39

KS3 Support – GCSE-style assessments
The KS3 GCSE-style assessments will: Will progress towards the format of the GCSE exams Focus on ensuring the level of the assessment will be appropriate for the year group, with relevant skills/AOs assessed at the appropriate level Be linked to the Pearson Progression Steps to help you to track progress Move towards being assessed using the GCSE mark scheme Be paper-based, downloadable, printable question papers and mark schemes These tests are available for you to download now. The format of the GCSE examinations are followed and the same bands are used. 40

Let’s Think in English In partnership with Kings College London
Teaching programme developed by a team at Kings College London Pedagogy underpinned by a research trial Helps students develop thinking skills necessary for success in English Builds skills of inference, deduction and analysis Builds confidence in unseen texts in exams Lessons are based on discussion, problem solving and structured reflection Let’s Think In English LTE is based on 30 years’ research at King’s College which has shown that structured development of students’ cognitive skills over two years increases their ability. The teaching programme started in 2009 Let’s Think in English provides clear evidence-based methods and materials for helping to achieve many of the recommendations in Moving English forward, Ofsted’s latest report on what it expects as good English teaching – away from the teacher-led, fast-paced, three-part lessons recommended by the National Strategies to a more pupil-focussed, reflective, Assessment-for-Learning-style approach, including: flexible teaching, responding to pupils’ needs as the lesson develops [Key finding, page 5] encourage teachers to be more flexible in responding to pupils’ progress as lessons develop [Recommendations, p.7; paragraphs 27, 124 – 126] pupils given adequate time to think, plan, discuss, write and test out ideas [para 27] using questions to extend thinking skills – giving pupils time to think [para 129] develop independent learning through problem-solving [para 83] increase the challenge of Key stage 3 lessons – need to refresh the KS3 English curriculum [ ; 116 – 119]. 41

Let’s Think in English – Free lessons
Free support to put the pedagogy into practice 5 free lessons Lesson plans, Powerpoints, Worksheets, other assets Developed, trialled and reviewed by Kings College London Lessons based on text types for the new GCSEs: 19th century fiction 20th century literary non-fiction Modern direct non-fiction Romantic poetry Shakespeare Available NOW online via ActiveTeach, for front- of-class use or easy download This approach can help particularly to assist students in tackling unseen texts with confidence. 42

Let’s Think in English Lesson plan, PowerPoints and worksheets can be downloaded or launched straight from the website 43

A list of all endorsed resources will be available on edexcel.com
We are committed to helping teachers deliver our Edexcel qualifications and students to achieve their full potential. To do this, we aim for our qualifications to be supported by a wide range of high-quality resources, produced by a range of publishers, including ourselves. However, it is not necessary to purchase endorsed resources to deliver our qualifications. A list of all endorsed resources will be available on edexcel.com 44

Endorsed resources We are working with a range of publishers who are
looking towards getting their resources endorsed: ZigZag Education Pearson 45

Endorsed resources ZigZag Education – Study guides and activity packs for Language and Literature. Pearson – Printed text book anthology; 6 tiered workbooks building reading and writing skills; Active Teach; assessment and revision resources. *These resources have not yet been endorsed. This information is correct as of January 2015, but may be subject to change. 46

Professional Development
Face-to-face training sessions to support you with the Grammar for Writing and Let’s Think in English pedagogies Developed and delivered by teams at: University of Exeter King’s College London 47

CONTACT INFORMATION

Contact information English Subject Advisor, Clare Haviland: Tel: English forum look at and participate in: Twitter: 49

GETTING READY TO TEACH PEARSON'S NEW GCSE (9-1) ENGLISH LITERATURE FROM 2015 Our Getting Ready To Teach training looks at the requirements of the new specifications.

Similar presentations

Presentation on theme: "GETTING READY TO TEACH PEARSON'S NEW GCSE (9-1) ENGLISH LITERATURE FROM 2015 Our Getting Ready To Teach training looks at the requirements of the new specifications."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

GETTING READY TO TEACH PEARSON'S NEW GCSE (9-1) ENGLISH LITERATURE FROM 2015 Our Getting Ready To Teach training looks at the requirements of the new specifications.

Similar presentations

Presentation on theme: "GETTING READY TO TEACH PEARSON'S NEW GCSE (9-1) ENGLISH LITERATURE FROM 2015 Our Getting Ready To Teach training looks at the requirements of the new specifications."— Presentation transcript:

Similar presentations

About project

Feedback