English Language GCSE
The specification will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures.
Dynamic and engaging content
The specification offers the attraction of two equally-balanced papers, relating reading sources to the topic and theme of writing tasks. The reading sources act as stimulus for writing tasks, providing students with a clear route through each paper.
Each paper has a distinct identity to better support high quality provision and engaging teaching and learning. Paper 1, Explorations in Creative Reading and Writing, looks at how writers use narrative and descriptive techniques to engage the interest of readers. Paper 2, Writers' Viewpoints and Perspectives, looks at how different writers present a similar topic over time.
Our approach to spoken language (previously speaking and listening) will emphasise the importance of the wider benefits that speaking and listening skills have for students.
The specification offers a skills-based approach to the study of English Language in an untiered context. Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses.
Brief Introduction to the course
The exam papers explained
Reading: Skimming for the main idea
Writing: Writing for purpose: creative 1
Reading: Annotating the sources
W Reading: Putting it into practice (assessment- annotation)
Writing: Writing for purpose: creative 2
Writing: Writing for purpose: viewpoint 1
Reading: Putting it into practice (assessment- annotation)
Writing: Writing for purpose: viewpoint 2
Reading: The writer’s viewpoint
Writing: Writing for an audience
Reading: Fact opinion and expert evidence.
Writing: Putting it into practice (assessment- descriptive or narrative writing.)
Reading: Explicit information and ideas.
Writing: Putting it into practice (assessment- writing to present a viewpoint.)
Reading: Implicit information and ideas
Writing: Form- articles
Writing: Form- letters and reports
Reading: Point-evidence –explain
Reading: Putting it into practice assessment- How the writer uses language to achieve particular effects in fiction texts)
Writing: Putting it into practice (assessment- writing to present a viewpoint)
Reading: Putting it into practice (assessment- how the writer uses language for effect in non-fiction texts)
Writing: Ideas and planning: creative
Reading: Word clauses
Writing: Structure: creative
Writing: Beginnings and endings
Reading: Figurative language
Writing: Putting it into practice (assessment- planning creative writing)
Reading: Creation of character
Writing: Ideas and planning: Viewpoint 1
Reading: Creating atmosphere
Writing: Ideas and planning: Viewpoint 2
Reading: Narrative voice
·Writing: Openings: Viewpoint
Reading: Putting it into practice (assessment- language in a fiction text.)
Writing: Conclusions: viewpoint
Reading: Putting it into practice (assessment- language choices in a non-fiction text.)
Writing: Putting it into practice (assessment- presenting a viewpoint)
Reading: Rhetorical devices 1
Reading: Rhetorical devices 2
Writing: Linking ideas.
Reading: whole text structure: fiction.
Writing: Putting it into practice (assessment- paragraphing and adverbials )
Reading: whole text structure: non-fiction.
Writing: Formality and standard English 1
Reading: Identifying sentence types
Writing: Formality and standard English 2
Reading: Commenting on sentences
Writing: Vocabulary for effect: synonyms
Reading: Putting it into practice (assessment-structure of a fiction text
Writing: Vocabulary for effect: creative)
Reading: Putting it into practice (assessment-comparing two non-fiction texts
Writing: Vocabulary for effect: viewpoint
Reading: Evaluating a fiction text 1
Writing: Language for different effects 1
Reading: Evaluating a fiction text 2
Writing: Language for different effects 2
Reading: Using evidence to evaluate
Reading: Putting it into practice (assessment- Evaluating a fiction text critically)
Writing: : Putting it into practice (assessment- using language effectively in creative writing)
Reading: Writing about two texts
Writing: Putting it into practice (assessment- using language effectively when writing to present a viewpoint)
Reading: Selecting evidence for synthesis
Writing: Sentence variety 2
Reading: Looking closely at language
Writing: Sentences for different effects
Reading: Planning to compare language
Writing: Putting it into practice (assessment- varying sentences for effect)
Reading: Comparing language
Writing: Ending a sentence
Reading: Comparing structure
Reading: Comparing ideas
Writing: Apostrophes and speech punctuation
Reading: Comparing perspective
Writing: Colons, semi-colons, dashes, brackets and ellipses
Reading: Answering a comparison question
Writing: Putting it into practice (assessment- using punctuation correctly)
Reading: Putting it into practice (assessment- comparing the writer’s ideas and perspectives)
Writing: Common spelling errors 1
Writing: Common spelling errors 2
Writing: Common spelling errors 3
Reading: Check that all activities have been completed.
Sp & L: Introduction to the speaking and listening task including:
Research current affairs issues and identify one which means something to you
Make a list of topics of interest
Sp & L Share topics with the group
Reading: Research two of the list of topics
Writing: Make mind maps/ bullet points/lists, of the two chosen topics
Sp & L: Discuss progress with teachers/support assistants.
Reading: Choose one of the topics and research in more depth
Writing: Start to create a first draft of the presentation
Sp & L: share progress with the group
Reading: Read over the presentation and evaluate and edit
Writing: Amend if necessary
Sp & L: Read the introduction to a member of staff and if confident the group.
Reading: Continue to refine the content after receiving feedback from staff and students.
Writing: Make alterations
Sp & L: Record your presentation
Reading: Read your presentation as you listen to it being played back.
Writing: Make notes on written copy if necessary.
Sp & L: re-record presentation.
If the student is ready , they can present to the group or staff member it more appropriate.
Reading: Check through all previous tasks and make sure they are complete and that you have understood the content.
Writing: Check through all previous tasks and make sure they are complete and that you have understood the content.
Sp & L: Student presentations
Revision/ past exam papers
AQA English Language 8700
Learning beyond the classroom
Northgate runs yearly theatre trips and works with Articulate in identifying and running a range of creative writing workshops in the school holidays. Students are encouraged to explore the creativity and impact of language and in their own time write poetry, stories and keep a journal. They are also encourage to read a range of sources for pleasure, including blogs, creative writing websites, online books and Kindle. Of course they can also visit their local library where many workshops are run for free or for a small charge. Many private writing workshops are run all over London in term and holiday times. I fee may be charged in these instances.
Progression Pathways and Careers
What careers could this subject lead to?
By undertaking this course students will effectively be able to progress to a variety of A level and BTEC courses or apply for apprenticeships in associated fields. An A*- C grade is necessary when applying for a career in all professions.
For further details Contact
Caroline Phillips – email@example.com