2 0 1 5 A level Click to edit Master title style English Language - PowerPoint PPT Presentation

2 0 1 5 A level Click to edit Master title style English Language • Click to edit Master text styles launch event – Second level • Third level – Fourth level » Fifth level

Click to edit Master title style Agenda • Click to edit Master text styles 1. The changes – Second level 2. Our approach • Third level – Fourth level 3. Our draft specification » Fifth level 4. Supporting you through the changes 5. Contact information

Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level The changes

Changes to all A Levels Click to edit Master title style • In the new GCE the AS level will be a separate, linear qualification and the grade will not contribute to the • Click to edit Master text styles overall A level Grade. – Second level • The content of the AS can be a subset of the A level • Third level content to allow co-teachability with the A level. – Fourth level » Fifth level • HE/ Russell Group involvement in subject content. Tim eline 2 0 1 4 2 0 1 5 2 0 1 6 2 0 1 7 Current Summer series Summer series Final AS and A2 specification as normal as normal examinations New Specifications in First teaching First AS First A level specification centres examinations examinations

Click to edit Master title style Changes to subject criteria • Click to edit Master text styles • Updated technical vocabulary. – Second level • Minor amendments to the subject content, to • Third level specify the study of historical, geographical, – Fourth level » Fifth level social and individual varieties of English, as well as aspects of language and identity. • 20% coursework: what does that mean for the investigation and creative writing coursework tasks?

Click to edit Master title style Changes to Assessm ent Objectives • Click to edit Master text styles % in GCE – Second level AO1 Apply appropriate methods of language analysis, using 20-30 • Third level associated terminology and coherent written expression – Fourth level AO2 Demonstrate critical understanding of concepts and issues 20-30 » Fifth level relevant to language use AO3 Analyse and evaluate how contextual factors and language 20-30 features are associated with the construction of meaning AO4 Explore connections across texts, informed by linguistic 10-15 concepts and methods AO5 Demonstrate expertise and creativity in the use of English to 10-15 communicate in different ways

Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level Our approach

Click to edit Master title style Our focus for English Language • Click to edit Master text styles • A clear subject vision underpinning the specification content – Second level • Third level • Co-teachable AS and A level – Fourth level • Engaging content » Fifth level • Maintaining the current A level standard – no ‘recalibration’ • Holistic assessment – equal coverage of assessed AOs • Holistic mark schemes which have been trialled to ensure they are as clear as possible

Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level Our specification

Click to edit Master title style Key principles • Click to edit Master text styles • Flexibility and choice – Second level • Opportunities for students to develop their • Third level language specialism – Fourth level » Fifth level • Retention of creative writing coursework • Innovative approach to investigation • Support in the step up from GCSE

Click to edit Master title style AS and A level at a glance • Click to edit Master text styles Com ponent Assessm ent W eighting Method – Second level A level • Third level – Fourth level 1 – Language Variation Examination 35% » Fifth level 2 – Child Language Examination 20% 3 – Investigating Language Examination 25% 4 – Crafting Language Coursework 20% AS level 1 – Language: context and identity Examination 50% 2 – Child Language Examination 50%

Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level A Level English Language

Click to edit Master title style Content: Com ponents 1 and 2 Com ponent 1 : Com ponent 2 : • Click to edit Master text styles Language Variation Child Language – Second level Students study: Students study: • Third level • how language varies depending on • spoken language acquisition and how – Fourth level mode, field, function and audience children learn to write between the » Fifth level ages of 0 and 8 • how language choices can create personal identities • the relationship between spoken language acquisition and literacy • language variation in English from skills that children are taught, c1550 (the beginnings of Early including the beginnings of reading Modern English) to the present day • appropriate theories of children’s language development

Click to edit Master title style Content: Com ponents 3 and 4 • Click to edit Master text styles Com ponent 3 : Coursew ork: I nvestigating Language Crafting Language – Second level Students will: Students will: • Third level • select a research focus from five • research a selected genre – Fourth level topic areas • demonstrate their skills as writers » Fifth level • develop their research and within their selected genre, crafting investigation skills texts for different audiences and/ or • undertake focussed purposes investigation/ research • reflect on their research and • apply their knowledge of language writing in an accompanying levels and key language concepts commentary developed through the whole course • develop their personal language specialism

Click to edit Master title style I nvestigating Language • Click to edit Master text styles The component consists of the following investigation main topics: – Second level • Global English • Third level – Fourth level • Language and Gender Identity » Fifth level • Language and Journalism • Language and Power • Regional Language Variation. An investigative sub-topic will be pre-released in the January of the second year. The pre-released sub-topic will provide a steer for the students’ research and investigation to enable them to prepare for the external assessment.

A Level Assessm ent Click to edit Master title style Paper Overview of assessm ent 1 Paper length: 2 hours and 15 minutes 35% • Click to edit Master text styles 60 marks Section A – Individual Variation: one compulsory – Second level question on two linked unseen texts. Section A • Third level (AO1, AO2, AO3, AO4 assessed). 30 marks – Fourth level » Fifth level Section B – Variation over Time: one compulsory question on two thematically linked unseen texts, Section B from two different periods. 30 marks (AO1, AO2, AO3, AO4 assessed). 2 Paper length: 1 hour 20% 45 marks Students answer one compulsory question based on a set of unseen data – either spoken or written. (AO1, AO2, AO3 assessed).

A Level Assessm ent Click to edit Master title style Paper Overview of assessm ent 3 Paper length: 1 hour and 45 minutes 25% 45 marks • Click to edit Master text styles Section A – one question on an unseen text related to their chosen sub-topic (AO1, AO2, AO3 assessed) Section A – Second level 15 marks Section B – one question drawing upon the • Third level knowledge acquired from their own investigation Section B – Fourth level (AO1, AO2, AO3, AO4 assessed) 30 marks » Fifth level 4 Coursework 20% 50 marks TW O pieces of original writing from the same genre, differentiated by function and/ or audience (AO5 Assignment 1 assessed). 30 marks ONE commentary, reflecting on the two pieces they have produced (AO1, AO2, AO3, AO4 assessed). Assignment 2 20 marks Advisory word count is 1500–2000 words for the original writing and 1000 words for the commentary.

Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level AS Level English Language

Content Click to edit Master title style Com ponent 1 : Com ponent 2 : Language: Context and I dentity Child Language • Click to edit Master text styles Students study: Students study: – Second level • the range of contexts in which • the development of both speech and • Third level language is produced and received writing in children between the ages of 0 and 8 – Fourth level • how the contexts of production and » Fifth level reception affect language choices • how language development is influenced by the function and context • how writers/ speakers present of the language used themselves to their audience in a variety of modes • appropriate theories of children’s language development • how writers/ speakers choose language to reflect and construct • writing for different functions and their identity or identities. audiences.