GCSE English Language and Literature

GCSE English Language and Literature
Introduction to the new specifications Louise Fox – Schools Development Team

GCSE English Language overview
J351

Subject Content for GCSE Language
Focus to ‘ensure students can read fluently and write effectively’ All texts in the exams will be unseen Students will be assessed on texts from the 19th, 20th and 21st centuries The texts will include literature, extended literary non-fiction, and other non-fiction writing (e.g. essays, reviews, journalism) Spoken language (prev. speaking and listening) will be assessed as a separate endorsement and will not form part of final GCSE mark and grade

What stays the same, what changes:
Structure: Linear option only One mandatory separate endorsement (Spoken language) Single tier entry for examined units The qualification consists of two mandatory examined components Each component is worth 50% of the total GCSE Content: Study of non-fiction, including literary non-fiction and prose Non-fiction and creative writing tasks Based entirely on unseen texts from 19th, 20th and 21st centuries Assessment: June assessment with November resit option Speaking and listening skills are assessed as a separate endorsement Spelling, punctuation and grammar assessed at 20% overall Two examined units No controlled assessment 4 hours examination time

Communicating information and ideas
Paper One: Communicating information and ideas 50% 2 hours 80 marks Paper one: Communicating information and ideas Exam (2 hrs) – 80 marks 50% (25% reading and 25% writing) Paper two: Exploring effects and impact Exam (2 hrs) – 80 marks 50% (25% reading and 25% writing) Paper Two: Exploring effects and impact 50% 2 hours 80 marks A. Reading information and ideas Read 2 unseen texts or extracts range of non-fiction thematic link authentic 19th – 21st century texts (will always inc one 19th century text) Questions focus on reading and understanding (short answer), how writers use language (medium), critical evaluation (comparative answer) B. Writing for audience, impact and purpose One task from a choice of two non-fiction writing tasks, using an idea loosely related to the reading theme, to argue with or develop a new perspective e.g. letter, article. A. Reading meaning and effects Read 2 unseen texts or extracts prose fiction or literary non-fiction thematic link authentic texts, from 20th – 21st century Questions focus on reading and understanding (short answer), how writers use language (medium), critical evaluation (comparative answer) B. Writing imaginatively and creatively One task from a choice of two creative writing tasks, using the reading texts as stimulus, with a choice of form and genre e.g.: short story opening, personal writing, narrative. Spoken Language - (TBC) - Internally Assessed - 0% Increased examination time allows extra time for reading and assimilating unseen material. 2 papers both equally weighted at 50%. JCQ guidelines highlight a learner must complete at least 50% assessment in order to certify the qualification. Mirrored assessment structure across both components: 2 unseen reading texts, 4 reading questions (comprehension, critical reading and comparison) and one writing task from a choice of two. We’ve included 4 unseen texts in total, other boards have gone for 3 (2 in one component and 1 in the other). We decided to include 2 texts in both components to provide a balanced assessment structure. It also means that candidates are not reliant on one text so if they haven’t engaged with one text particularly well, there is still the opportunity for them to gain marks for their responses on the other. The inclusion of two thematically linked texts also means that one text may help to shed light on the ideas presented in the other, again helping candidates if they find one text particularly difficult. As we have 2 texts in each component we also have comparison in each (assessed as AO3- 6/18 marks in question 4).

Why this way? Straightforward to teach – A simple assessment structure, mirrored in each component, makes it easier to create an accessible curriculum for students of differing abilities and interests. Saves you time and resources – The inclusion of non-fiction and fiction texts means we’ve created opportunities to co-teach elements of both our GCSE English specifications in one lesson. Ensuring accessibility – An equal emphasis on non-fiction and fiction texts and thematically linked functional and creative writing tasks provides a clear pathway through each component. Clear progression – This qualification is the ideal foundation to progress to our AS and A Level English qualifications and can also be taught alongside OCR Living texts as an alternative to GCSE English Literature. Key benefits: The two exams provide an integrated focus. In each component, texts are linked thematically through stimulating reading tasks, to provide a foundation for the writing section. Writing tasks are loosely based on the theme of the reading texts. The choice of writing tasks allows students to opt for a focus that best allows them to demonstrate their skills as writers The inclusion of 19th century non-fiction provides a fresh approach to studying texts from this era, given that students will study 19th century prose as part of the literature course.

Assessment Objectives
Reading (50%) AO1 Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different texts 8.75% 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 18.75% AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts 7.5% AO4 Evaluate texts critically and support this with appropriate textual references 15% Writing (50%) 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 30% A06 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. 20% NB. SPaG now has its own AO and carries a higher weighting at 20%

Component 1 – Communicating information and ideas
Section A: Reading information and ideas Students are presented with two unseen non-fiction texts from a range of familiar genres, such as journalism and travel writing. This component will always include a 19th century non-fiction text paired with either a 20th or 21st century text. The paired texts will have a thematic link. There will be no questions about visual or presentational features. No questions on visual/presentational features as in the current GCSE Eng/Eng Lang specs, therefore we have avoid using pictures in the reading inserts to avoid the possibility that candidates may be tempted to comment on these.

Component 1 – Section A Section A: Reading information & ideas
Short answer On one text demonstrating understanding by finding relevant information and evidence. AO1 (i) Short response question will ask students to select and synthesise material from both texts AO1 (ii) Medium answer Medium-answer question on the other text which focuses on how language and structure is used to achieve effects AO2 Extended answer One comparative question, evaluating the impact of both texts AO3&4

Example Questions Look again at lines 1–9.
Short answer On one text demonstrating understanding by finding relevant information and evidence. AO1 (i) Look again at lines 1–9. Give two quotations which show Douglass’ reactions to what Mr Covey does. [2 marks] Pin-pointing information in the texts- 2 quotations worth 2 marks.

Sample Questions Short answer Short response question will ask students to select and synthesise material from both texts AO1 (ii) Frederick Douglass and Nelson Mandela were both respected for their strength of character. What other similarities do Frederick Douglass and Nelson Mandela share in these texts? Draw on evidence from both texts to support your answer. [6 marks] Synthesis question (AO1ii) only appears in component 1. Differentiation in responses to this question will depend on quality of the points made, rather than the number. Points need to illustrate understanding of the ideas presented in the text, in this case suggestions that both men are courageous, willing to fight for their beliefs.

Sample Questions Medium answer Medium-answer question on the second text which focuses on how language and structure is used to achieve effects AO2 Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela. Support your ideas by referring to the text, using relevant subject terminology. [12 marks] Nb. Candidates need to comment on both language and structure in their response. This is not a device spotting question and it is more important to be able to comment on the effects of the writer’s techniques.

One comparative question, evaluating the impact of both texts
Sample Questions Extended answer One comparative question, evaluating the impact of both texts AO3 & 4 ‘These texts are powerful because they show the importance of having freedom and strong personal beliefs.’ How far do you agree with this statement? In your answer you should: • discuss what you learn about the importance of having freedom and strong personal beliefs • explain the impact of these ideas on you as a reader • compare the ways ideas about freedom and personal beliefs are presented. Support your response with quotations from both texts. [18 marks] This is the only question that targets two AOs: AO3 & AO4. 6 marks for AO3 – comparison, 12 marks for AO4 – critical evaluation i.e. personal opinions and justifications Statement and ‘How far do you agree’ highlights critical evaluation and encourages candidates to give judgements on the texts. The bullet points help to scaffold answers and are particularly important here as they link directly to the AOs and their weightings: first two bullet points are for AO4, last bullet is for AO3. Students can approach this question in different ways and they do not need to follow the bullet points in order, or write a paragraph on each. The bullet points are for guidance on what to include and if students were structure their response in relation to these bullet points, it would more likely enable them to produce a response which is targeted to the amount of marks available for each AO.

Component 1 – Communicating information and ideas
Section B: Writing for audience, impact and purpose Students choose one of two non-fiction writing tasks which asks them to write for a specified audience and purpose (e.g. to argue, to persuade). Students will be asked to write in a familiar form such as an article, letter. Both writing tasks are loosely related to the reading theme. Non-fiction writing tasks with a specified form, audience and purpose.

Section B: Writing for audience,
Component 1 – Section B Section B: Writing for audience, impact and purpose Candidates answer one non-fiction writing task from a choice of two (AO5&6)

Sample Questions Write a speech for your class in which you argue that violence is not the solution to conflict between people. In your speech you should: • explain why peaceful solutions are better than violent ones • give some examples to support your argument • convince your audience that violence does not solve conflict. [40] In both of the sample assessment materials, there is the option to do a writing task which takes the same form as one of the reading texts they looked at for Section A, in this case a speech. This offers extra support to candidates – hopefully they will have an idea of what techniques, rhetorical devices etc. could be included in a speech as they will have already looked at this for question 3.

Sample Questions Write an article for a teenage magazine which gives advice to young people on how to cope with the pressures and stresses of modern life. You are not required to include any visual or presentational features. In your article you should: • identify some of the pressures and stresses that young people face • suggest why these issues may be difficult to deal with • explain some of the ways in which these can be managed. [40]

Component 2 – Exploring effects and impact
Section A: Reading meaning and effects Students are presented with two unseen literary texts, including literary non-fiction and prose. These texts will be taken from the 20th and 21st centuries. The two texts are thematically linked. No questions on visual/presentational features as in the current GCSE Eng/Eng Lang specs, therefore we have avoid using pictures in the reading inserts to avoid the possibility that candidates may be tempted to comment on these.

Component 2 – Section A Section A: Reading meaning & effects
Short answer On one text, demonstrating understanding by finding relevant information and evidence. AO1 (i) One short response question will ask students to focus on the writer’s use of language and structure and its effects AO2 Medium answer One medium-answer question on the other text which focuses on how language and structure is used to achieve effects Extended answer One extended comparative question, evaluating the impact of both texts AO3&4

Sample Questions Short answer On one text, demonstrating understanding by finding relevant information and evidence. AO1 (i) Identify one phrase from these lines which shows Clive James’ reaction to finding Carnaby is in a different class to him [1 mark] b) What does this show about their relationship? [1 mark] Question b) targets the part of the AO which requires interpreting of implicit information. For this question the suggestion is that James and Carnaby are friends and any response that shows this would be valid.

Example Questions Short answer One short response question will ask students to focus on the writer’s use of language and structure and its effects AO2 Example short response question focusing on language and structure : Look again at lines 12–21. How does Clive James use language and structure to make his description of Mr Ryan’s lesson entertaining? You should use relevant subject terminology to support your answer [6 marks] No synthesis question in this component, instead there is another question on language and structure (AO2). There are two language analysis questions in this paper (one on each reading extract) as we felt the assessment of AO2 sat better in the context of literary texts.

Sample Questions Look again at lines 1-23
Medium answer One medium-answer question on the second text which focuses on how language and structure is used to achieve effects AO2 Look again at lines 1-23 Explore how the writer presents Miss Brodie’s attitude towards Miss Mackay, the headmistress. Support your ideas by referring to the language and structure of this section, using relevant subject terminology. [12 marks] Nb. Candidates need to comment on both language and structure in their response. This is not a device spotting question and it is more important to be able to comment on the effects of the writer’s techniques.

One extended comparative question, evaluating the impact of both texts
Sample Questions Extended answer One extended comparative question, evaluating the impact of both texts AO3&4 ‘In these texts school is presented as a challenging place for the pupils.’ How far do you agree with this statement? In your answer you should: Discuss your impressions of the pupils’ various experiences at school Explain what you find unusual about their school environment Compare the ways the writers present the pupils’ experiences of school. Support your response with quotations from both texts [18 marks] This is the only question that targets two AOs: AO3 & AO4. 6 marks for AO3 – comparison, 12 marks for AO4 – critical evaluation i.e. personal opinions and justifications Statement and ‘How far do you agree’ highlights critical evaluation and encourages candidates to give judgements on the texts. The bullet points help to scaffold answers and are particularly important here as they link directly to the AOs and their weightings: first two bullet points are for AO4, last bullet is for AO3. Students can approach this question in different ways and they do not need to follow the bullet points in order, or write a paragraph on each. The bullet points are for guidance on what to include and if students were structure their response in relation to these bullet points, it would more likely enable them to produce a response which is targeted to the amount of marks available for each AO.

Component 2 – Exploring effects and impact
Section B: Writing imaginatively and creatively Students produce one piece of creative writing from a choice of two tasks. There will be a choice of form or genre e.g. narrative, opening chapter, autobiography. As for Paper 1, the tasks will be loosely linked to the reading theme.

Component 2 – Section B Section B: Writing imaginatively and creatively Candidates answer one question from a choice of two (AO5&6)

Sample Questions Imagine you are writing your autobiography. Describe your experiences of starting a new school. You could write about: • the people that made the biggest impression on you • the ways in which you behaved • the way that you feel about those events now. [40] In both of the sample assessment materials, there is the option to do a writing task which takes the same form as one of the reading texts they looked at for Section A, in this case an autobiography.

Sample Questions The Outsider.
Use this as a title for a story or a piece of personal writing. In your writing you should: • choose a clear viewpoint • describe the setting • explore what being ‘an outsider’ means. [40]

Spoken Language Students will be assessed on their ability to:
Give a presentation in a formal setting Respond to questions and feedback in a formal setting Use Standard English TBC: Students will be assessed on an individual presentation. Students can give several presentations throughout the course and the centre submits the best performance. We await further information from Ofqual as to how this evidence must be collected and submitted to Awarding Bodies, likely to be a recorded presentation and on a different grading system to 9-1 (potentially Pass, Merit, Distinction).

Assessment Objectives: Spoken Language
Spoken Language (separate endorsement) AO7 Demonstrate presentation skills in a formal setting Unweighted AO8 Listen and respond appropriately to spoken language, including to questions and feedback to presentations AO9 Use spoken Standard English effectively in speeches and presentations As of yet it is still unconfirmed how schools and colleges will have to evidence candidates ‘spoken language’ for their separate endorsement – it is thought it will need to be recorded in some way but all awarding bodies are still awaiting further details from Ofqual.

GCSE English Literature overview
J352

Subject content High quality, whole texts: Shakespeare play
19th century novel One substantial and challenging selection of poetry since 1789, including Romantic poetry Post-1914 fiction or drama from British Isles AND Inclusion of 2 unseen texts in exams, for comparative purposes

What stays the same, what changes:
Structure: Linear option only Single tier entry for examined units mandatory component qualification Component weightings have changed Content: Study of drama, poetry and prose Choice of extract based and essay questions in exam Some set texts have changed Unseen texts included for assessment Comparison of texts Assessment: Spelling, punctuation and grammar assessed at 5% overall (new Assessment Objective, with wider focus on quality of writing) June assessment only Two examined units No controlled assessment Total exam time 4 hrs

Key benefits Choice and flexibility in set texts
OCR produced free poetry anthology/digital resource Clear and accessible wording of questions Opportunity to study and respond to modern and literary heritage texts in each exam Analysis of unseen poetry plus unseen prose or drama Unique opportunity to make fresh connections between studied and unseen texts Opportunities for close analysis of texts and extended essay responses In developing our spec, OCR has taken care to include key features which meet the learning outcomes and content coverage required for GCSE in English Literature. Includes length of exam papers, number of exams and tasks = robust assessment and manageabilty. Varied question types and clear exam rubric to make untiered assessment accessible to students of differing abilities.

Exploring modern and literary heritage texts 50% 2 hours 80 marks
Paper One: Exploring modern and literary heritage texts 50% 2 hours 80 marks Paper Two: Exploring poetry and Shakespeare 50% of total GCSE 2 hours exam 80 marks

Paper 1: Exploring modern and literary heritage texts
Exam (2 hrs) – 80 marks 50% (closed texts) Paper 2: Exploring Poetry and Shakespeare Exam (2 hrs) – 80 marks 50% (closed texts) Section A: Modern drama OR Prose 1.45mins (25%) A choice of 1 modern text from a list of 6 (3 prose, 3 drama) Candidates answer 1 question with 2 parts: Extract based question on their chosen text and a same genre unseen text. Unseen extract: close reading, comparison Linked question on the set text only SECTION B: 19th Century prose 45mins (25%) Choice of 1 prose text from a list of 5: Candidates answer 1 question from a choice of 2 on their chosen text: either Extract based, or Discursive SECTION A: Poetry across time 1.15mins (25%) A choice of 1 poetry cluster from a choice of 3 themes: Love and relationships Conflict Youth and Age Candidates answer 1 question with 2 parts: Question on a studied poem and an unseen poem on their chosen theme: close reading, comparison Linked question on a different studied poem of their choice SECTION B: Shakespeare 45mins (25%) Choice of 1 Shakespeare play from a list of 4: Candidates answer 1 question from a choice of 2 on their chosen text: either Extract based, or Discursive Increased examination time – allows extra time for reading and assimilating unseen material.

Exploring modern and literary heritage texts
Paper 1: Exploring modern and literary heritage texts Exam (2 hrs) – 80 marks 50% (closed texts) Paper 2: Exploring Poetry and Shakespeare Exam (2 hrs) – 80 marks 50% (closed texts) Paper One: Exploring modern and literary heritage texts 50% of total GCSE 2 hours exam 80 marks Paper Two: Exploring poetry and Shakespeare 50% of total GCSE 2 hours exam 80 marks Section A: Modern drama OR prose 1.15mins (25%) A choice of 1 modern text from a list of 6 (3 prose, 3 drama) Candidates answer 1 question with 2 parts: Extract based question on their chosen text and a modern prose. Unseen extract: close reading, comparison Linked question on the set text only SECTION B: 19th Century prose 45mins (25%) Choice of 1 prose text from a list of 5: Candidates answer 1 question from a choice of 2 on their chosen text: either Extract based, or Discursive SECTION A: Poetry across time 1.15mins (25%) A choice of 1 poetry cluster from a choice of 3 themes: Love and relationships Conflict Youth and Age Candidates answer 1 question with 2 parts: Question on a studied poem and an unseen poem on their chosen theme: close reading, comparison Linked question on a different studied poem of their choice SECTION B: Shakespeare 45mins (25%) Choice of 1 Shakespeare play from a list of 4: Candidates answer 1 question from a choice of 2 on their chosen text: either Extract based, or Discursive Straightforward, cohesive approach: Assessment structure mirrored in exams, i.e. Section As: two-part question, featuring comparison and responding to unseen material; response on set text not limited to comparison, with second part of task providing opportunity for students to demonstrate understanding and engagement with set text in a wider sense. Section Bs: choice of extract based or discursive essay. Reference to whole text. Each segment worth 25%, diff types of tasks (later slide), balanced approach to coverage of AOs =clearly structured, straightforward assessment for teachers/students.

Key benefits Balanced and accessible assessment structure
OCR produced free poetry anthology/digital resource Opportunity to study and respond to modern and literary heritage texts in each exam Unique opportunity to make fresh connections between studied and unseen texts Creative and accessible approach to treatment of unseen texts and comparison of texts In developing our spec, OCR has taken care to include key features which meet the learning outcomes and content coverage required for GCSE in English Literature. Includes length of exam papers, number of exams and tasks = robust assessment and manageabilty. Varied question types and clear exam rubric to make untiered assessment accessible to students of differing abilities.

Assessment Objectives
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 40% AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate AO3 Show understanding of the relationships between texts and the contexts in which they were written 15% AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation 5%

Paper 1 – Exploring modern & literary heritage texts
Paper 2 – Exploring poetry & Shakespeare Free OCR Anthology: “Towards a World Unknown” available both electronically & in hard copy format

Component 1 – Exploring modern & literary heritage texts
Section A: Modern prose or drama Students study one text from set text list Part a) comparison of extract from set text with thematically linked modern, same-genre unseen extract AND Part b) related question on same set text

Sample question Based on Anita and Me by Meera Syal and High Fidelity by Nick Hornby Read the two extracts below and then answer both part a) and part b). You are advised to spend about 45 minutes on part a) and 30 minutes on part b). For part a), you should focus only on the extracts here rather than referring to the rest of your studied text. a) Compare how the difficulties of teenage friendships and growing up are presented in these two extracts. You should consider: the situations faced by Meena and Rob how they react to these situations how the writers’ use of language and techniques creates effects. [20] AND b) Explore another moment in Anita and Me where Meena develops a new understanding of either her friends or family [20]

Component 1 – Exploring modern & literary heritage texts
Section B: 19th century prose Students study one text from set text list Based on their set text, candidates choose one question from a choice of two: EITHER an extract based question, making links to the whole text OR a discursive question

Sample question Based on Great Expectations by Charles Dickens
Choose ONE question. You are advised to spend about 45 minutes on this section. EITHER Explore how Dickens presents ideas about what makes a good person through the presentation of Joe, in this extract and elsewhere in the novel. Extract will be printed in the examination Extract will be printed in the examination [40] OR ‘Money is the source of all Pip’s problems.’ How far do you agree with this view? Explore at least two moments from the novel to support your ideas. [40]

Component 2 – Exploring poetry & Shakespeare
Section A: Poetry across time Students study one themed poetry cluster from a choice of three themes from the OCR poetry anthology. Part a) comparison of a named poem from OCR Poetry Anthology with thematically linked unseen poem AND Part b) related question on a different poem (own choice) from OCR Poetry Anthology

Sample question Love and Relationships
Read the poems below and then answer both part a) below and part b). You are advised to spend about 45 minutes on part a) and 30 minutes on part b). A Broken Appointment by Thomas Hardy (studied text reprinted in exam) The Breather by Billy Collins (unseen text reprinted in exam) a) Compare how the speakers in these poems express feelings of being let down in love. You should consider: ideas and attitudes in each poem tone and atmosphere in each poem the effects of the language and structure used [20] AND b) Explore in detail one other poem from your anthology which expresses doubt or uncertainty in relationships [20]

Component 2 – Exploring poetry & Shakespeare
Section B: Shakespeare Students study one play from set text list Based on their set play, candidates choose one question from a choice of two: EITHER an extract based question, making links to the whole play OR a discursive question

Extract will be printed in the examination
Sample question Based on Much Ado About Nothing by William Shakespeare Choose ONE question. You are advised to spend about 45 minutes on this section. EITHER Explore how Leonato behaves as a father to Hero. Refer to this extract from Act 4 Scene 1 and elsewhere in the play. Extract will be printed in the examination [40] OR To what extent does Shakespeare present Beatrice and Benedick as a perfect match for one another? Explore at least two moments from the play to support your ideas.

Resources & Support Our new resources are designed to...
-Support you with a body of knowledge about teaching and learning that grows throughout the lifetime of the specification. -Provide you with a range of suggestions so you can select the best activity, approach or context for your particular students.

What support OCR offers you:
Teaching & learning resources Assessment preparation resources A well supported community New functionality online CPD Training & Development Teaching & Learning Resources – such as Delivery Guides which include suggested lesson activities, Key Stage Transition Guides with useful Check-point Tasks to monitor progression amongst many more. Assessment Preparation Resources – including results analysis tool Active Results, Exam Creator which allows you to create sample exams in paper based format and for online assessment as well as our new Mock Exam service. A well supported community – all those centres delivering OCR have access to our knowledgeable Customer Contact Centre for day-to-day queries, direct access to subject specialists who have developed our new qualifications from scratch, local teacher network meetings, professionally developed INSET as well as 24 hour access to our subject e-Community. New functionality online – We have a new layout to our website and our qualification pages to make sure you can access everything related to your subject in one place – from specifications to resources and training. CPD Training & Development – via our CPD Hub you can access a range of different types of CPD from face-to-face getting to know the specifications, local teacher networks, as well as a range of instantly available interactive training materials for your teams.

Transition Guides Transition Guide
Transition Guides - Identify the levels of demand and progression in how a particular topic is covered at KS3 and then in comparison KS4, they are great to help provide an idea of how to assess learning progressing to KS4. The guides provide web links to a wide range of high quality respected resources (internal and external) to support delivery at each key stage – potentially this could help to make accessible to parents on a VLE (Virtual Learning Environment) to support learners in their studies. The Guides also include ‘Checkpoint Tasks’ to assist teachers in identifying students’ ‘readiness for progression’ between the Key Stages, some teachers have told us they will be valuable as formal assessments at the end of Year 9. CLICK – the above screen shot disappears and a screenshot of the KS3-KS4 comparison (page 3 of the Guide) appears. English GCSE – no Transition Guide yet for GCSE Language, “Transition Guide – Reading Shakespeare” for English GCSE Literature Transition Guide

Transition Guides Transition Guide
Transition Guides – This screen highlights sample questions at KS3 and at KS4 to differentiate between the levels. It also contains links to the subject criteria for the new reformed GCSEs as well as the OCR Specification and SAMs. You will be able to see across the top of the interactive document tabs that provide: Possible KS3 Teaching Activities (links to resources) Checkpoint Tasks Possible KS4 Teaching Activities KS4 Extension Teaching Activities Additional Resource links for further support CLICK – the screen shot (page 7 of the guide) disappears and is replaced with a screen shot of (page 13) sample KS3 Activities with links. CLICK – this disappears to show a screen shot of (page 15) Check Point Tasks. Transition Guide

Delivery Guides Delivery Guides – Provide information on the assessed content, the associated conceptual development and contextual approaches to delivery. Here are two examples of a Language and literature Delivery Guide – Language “Journeys” and Literature “Responding to Unseen Texts” two of many delivery guides being commissioned which include a number of student and teacher-friendly free lesson activities. To support co-teachability we are developing a 19th Century Delivery Guide which looks at looks at the potential crossover between GCSE Language and Literature by highlighting links between the 19th century prose set texts in the Literature specification and non-fiction texts from that era, the Language requirement. Currently available on the website: “Approaching unseen 20th and 21st Century Literary Texts” & “Journeys” Delivery Guides for GCSE Language, “Exploring Modern Texts” & “Responding to Unseen Texts” Delivery Guides for GCSE Literature.

Delivery Guides Delivery Guide
Delivery Guides – Although not prescriptive these documents are handy guides which layout the curriculum content to be covered, a suggested conceptual way of thinking to cover the content and contextualised activities with learner resource materials. All resources are completely interactive so learner resource materials can all be found by clicking the resource links on the activity pages. CLICK to display a screen shot of activities. CLICK again to display a screen shot of resources. Delivery Guide

Lesson Elements Lesson Element
Lesson Elements – these activities were written by education experts and provide all the materials necessary to deliver a creative classroom activity. They come with both the activity as well as teacher assessment notes. Currently available: “Effective Writing Skills” for Language and a “Reading Shakespeare” activity for Literature. These activities can also be linked back to the Transition Guides as KS4 Check-point Tasks. Lesson Element

Candidate Style Answers
Candidate Style Answers - These candidate style answers support teachers in interpreting the assessment criteria for the new GCSE English Literature specification, including both exemplar and examiner commentary. Candidate Style Answers for GCSE English Language are currently in production.

Scheme of Work Builder:
The Scheme of Work builder will enable you to interact with resource content in a way that suits your style of planning and facilitates your choice of activities. You simply find, choose and lift content to drag and drop your chosen content into the scheme of work week by week, allowing you to create a personalised schedule. You can upload and drop in your own content to fully tailor your scheme of work, which you can then export and print off.

Publisher Resources Publishers:
OCR have been working closely with Oxford University Press to support our GCSE English qualifications with fresh and relevant resources. We have a new GCSE Literature Anthology called Towards A World Unknown which will be available to OCR centres for free both electronically and in hard copy. We are also producing a course textbook to cover the content for GCSE English Language. Teachers who want to get in touch with OUP can find their local rep:

Skills Guides Skills Guides
Skills Guides – OCR have produced a set of skills guides that aren’t subject specific, but each cover a topic that could be relevant to a range of qualifications – for example ‘presentation skills’, ‘testing’ and ‘communication’. Feedback highlights they prove useful for both for teachers and learners. These are all available to download now free from our website. Given the AO weighting for SPaG of 5% in the GCSE Literature and 20% for the GCSE Language, our Guide to SPAG has been well received by many teachers – with some highlighting the guide as a valuable resource to share with parents to highlight what SPaG is all about. CLICK on the link above to see a sample of the SPaG guide content. Many new guides are currently being written including an anticipated guide to ‘exam preparation’. Skills Guides

In Development… Curriculum planner & 3 year scheme of work (GCSE Lang and Lit) 19th century texts delivery guide (GCSE Language) Candidate exemplars (GCSE Language) Anthology of unseen texts (GCSE Language) Additional Delivery Guides (GCSE Language and Literature) Introductory sample of the Poetry Anthology with associated teaching resources (GCSE Literature)

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