Gcse english


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  • http://comment.ofqual.gov.uk/gcse-reform-june-2013/7-subject-specific-features-of-the-reformed-gcses/english-language/
  • http://comment.ofqual.gov.uk/gcse-reform-june-2013/7-subject-specific-features-of-the-reformed-gcses/english-language/
  • http://comment.ofqual.gov.uk/gcse-reform-june-2013/7-subject-specific-features-of-the-reformed-gcses/english-literature/
  • Gcse english

    1. 1. Issues in English Changes to GCSE
    2. 2. Changes to GCSE syllabi
    3. 3. Key Dates • 11 September 2013 – Gove published new national curriculum for all subjects except English, mathematics and science at KS4 • 1 November 2013 – Gove published the new GCSE subject content for English language and English literature • 2 December 2013 – Gove published for consultation the programmes of study for English at KS4 • 3 February 2014 – consultation period ends • September 2015 – programme of study for English will be introduced, alongside first teaching of the new qualifications
    4. 4. Gove – 2nd December 2013 In English, the programme of study has been strengthened to ensure all pupils read a wide range of high-quality, challenging and classic English literature. There is a renewed focus on the reading of whole texts which should include at least one play by Shakespeare, works from the 19th, 20th and 21st centuries and poetry since 1789, including Romantic poetry. The language requirement is also more demanding and pupils will be expected to speak fluently and use linguistic and literary terminology effectively and confidently in their written and spoken English. https://www.gov.uk/government/speeches/ed ucation-reform-national-curriculum
    5. 5. Why? • Employers, universities and colleges are often dissatisfied with school leavers’ literacy and numeracy even though the proportion of young people achieving good grades has gone up in recent years. Around 42% of employers need to organise additional training for young people joining them from school or college. • The government believes that making GCSEs and A levels more rigorous will prepare students properly for life after school. It is also felt necessary to introduce a curriculum that gives individual schools and teachers greater freedom to teach in the way they know works and that ensures that all pupils acquire a core of essential knowledge in English, mathematics and sciences. • The government is keen to address literacy standards in schools and make sure pupils develop good reading skills early. https://www.gov.uk/government/policies/reforming-qualifications-and-the-curriculum-to- better-prepare-pupils-for-life-after-school
    6. 6. Changes GCSE English • There will no longer be GCSE English. The current GCSE English will be available for the last time in 2016. All students will have to study GCSE English Language. GCSE English Language • The new English Language GCSE will encourage students to read a greater range of high quality, challenging literature and non-fiction text from a range of genres and types (from the 19th, 20th and 21st centuries). • Reading and writing will be equally weighted in the new English Language GCSE. • The new English Language GCSE will have a greater focus on making sure that students are able to write clearly and accurately, in good Standard English. There will be an increased emphasis on spelling, punctuation and grammar including the use of vocabulary. • Tiers will be removed from GCSE English Language. This means that specifications and question papers will have to cover the full range of abilities. • Speaking and Listening will be assessed through endorsement (this change is being introduced to exams from summer 2014). There will be a bigger emphasis on teaching students to become more confident in formal speaking.
    7. 7. GCSE English Literature • The new English Literature GCSE will encourage students to read a wide range of classic literature fluently with the assessment of: – A 19th century novel – A Shakespeare play – A selection of poetry since 1789 including representative Romantic poems – British fiction or drama from 1914 onwards. • Tiers will be removed from GCSE English Literature. This means that specifications and question papers will have to cover the full range of abilities. • There will be increased assessment of unseen texts. • The quality of writing in the response to texts will be assessed. Changes to both new English GCSEs • The study of literature will remain a compulsory part of the Key Stage 4 curriculum. • There will be new requirements to use more diverse and challenging writing skills, such as narrating and arguing. • All English GCSEs will have terminal assessment with no controlled assessment. • a new grading system will be introduced. Students will be awarded a grade from 1 to 9, with 9 being the highest. Students will get a U where performance is below the minimum required to pass the GCSE Changes
    8. 8. What next? • Exam boards that are recognised to award the new qualifications will start developing them with a view to Ofqual accrediting them (if they meet requirements) from the summer of 2014. • Schools will then be able to decide which of the accredited qualifications they wish to teach. Most accreditation decisions will have been made by the end of 2014.
    9. 9. Changes to how GCSEs are assessed
    10. 10. Ofqual • Ofqual note that if qualifications do not command respect, or equip students in the right way, and if there is any unfairness in the way that they are assessed, then students’ achievements are diminished. • In 2012, Ofqual state, GCSE English could not withstand the pressures placed on it; 60 per cent of the marks for the qualification were for controlled assessment, marked by teachers, whose schools were being judged to a significant extent by the results of those qualifications.
    11. 11. Assessment of GCSEs (Ofqual) • In new GCSEs, assessments in most subjects will be by exam only. • This will reduce the disruption to teaching and learning caused when students take controlled assessments in the classroom when they could otherwise be learning. • The new arrangements will make it easier to ensure exams are conducted fairly. Assessments will mostly be marked by examiners employed by exam boards rather than by teachers. • This will free teachers’ time so they can concentrate on to teaching and lift the pressures placed on them by marking their own students’ assessments, whose results affect the way the teachers themselves, and the schools in which they work, are judged.
    12. 12. Examining GCSEs • In some subjects, not all skills that are intrinsic to the subject can be assessed by exam, so non-exam assessment will continue where necessary. Decisions will be taken on a subject-by-subject basis. • Ofqual will not prescribe the minimum total time that should be spent on exams in each subject. Exam boards will be required to develop assessment strategies for their new GCSEs. • These strategies will have to show that the assessments they will use will be valid, reliable, manageable, minimise bias and be comparable with others. • Each Exam board will have to consider the amount of examination time necessary when they develop their strategies. • They will also have to show that their assessments are suitably demanding, using questions and tasks appropriate to the qualifications’ demanding and fulfilling content.
    13. 13. Assessment of GCSEs – English English language • This will be assessed by exam. • Students’ speaking skills will be assessed but, as with current GCSEs, will not contribute to the overall grade. • The assessment will be marked by teachers and reported separately, alongside the qualification grade on the certificate. • Twenty per cent of the marks for the written exams will be allocated to accurate spelling, punctuation and grammar. English literature • This will be assessed wholly by exam. • Five per cent of the marks will be allocated to accurate spelling, punctuation and grammar.
    14. 14. GCSE English Currently students can be entered for either GCSE English (taken by students who do not take a separate GCSE in English literature) or GCSE English language. This choice will end – there will be reformed GCSEs in English language and English literature but no combined English option.
    15. 15. English Language Tiering: Ofqual: We believe that the curriculum content for English language can be the same for all students and that all students can be assessed in the same way. We propose that the reformed GCSE in English language should not be tiered. Forms of assessment • It is Ofqual’s view that, with one exception, the outcomes for English language can be fairly and validly assessed by written exam. • It is proposed that with the exception of speaking and listening, all assessment for the reformed English language qualification should be by written exams alone and that the total assessment time should be no less than 3.5 hours. • The draft content includes a requirement that students must be able to demonstrate presentation skills in a formal setting and listen and respond appropriately to spoken language, including to questions and feedback. These important skills cannot be assessed by written exam. Alternative assessment arrangements must be used. • Ofqual propose that exam boards should design the assessment in which spoken language skills are assessed and that the assessment should be administered and marked by students’ teachers. The outcome of this assessment should not contribute to the grade; it should be reported separately on the certificate.. • Ofqual propose such separate reporting because they are not confident that a national standard can be assured for teacher-administered and marked assessments in speaking and listening, particularly when schools may be under significant pressure to secure good outcomes in the qualification.
    16. 16. English Literature Tiering: Ofqual: We believe that the curriculum content for English literature can be the same for all students and that all students can be assessed in the same way. We propose that the reformed GCSE in English literature should not be tiered. Forms of assessment • Ofqual do not believe there are any skills in the draft content for English literature that could not be validly assessed by written exam, set and marked by the exam board. • Ofqual’s review of controlled assessment found that there are some elements of current GCSE requirements for English literature that can only be assessed by internal assessment, such as the ability to plan and produce extended responses to texts. • However, they also found that the time limits and restrictions of controlled assessment limit the scope for students to develop those re-drafting and evaluation skills. Ofqual know from their review that the advice from exam boards about what assistance and feedback can be given to students is open to interpretation, which means that assessment may not necessarily be fair to all students. • Ofqual propose that all assessment for the reformed English literature GCSE should be by written exams alone and that the total assessment time should be no less than 3.5 hours (see proposal and question in section 3).
    17. 17. Structure • All exams for a subject will normally be taken in May and June of the same year. • This means that students should normally have completed the full two-year course of study before they take their exams, giving them the best opportunity to develop their knowledge and understanding of a subject before the assessment. • This fully linear structure should avoid the disruption to teaching and learning caused by repeated assessment and allow standards to be set fairly and consistently. • The only exception to this is that students who were at least 16 on the preceding 31st August will be able to take the exams (whether or not for the first time) in English language and maths in November, as success in these subjects can be required for progression to further study or work. • A student who decides to take the exams again will have to take all of the exams in that subject again.
    18. 18. Tiering • Students of all abilities take GCSEs. Some GCSEs are currently tiered, so that some students take the easier foundation tier (giving access to grades C-G) and some the higher tier (grades A*-E). Schools have to decide for which tier they enter a student. • Students who are wrongly entered for the foundation tier cannot usually be awarded more than a grade C, however well they do in their assessments. • In the future, wherever possible, qualifications will be untiered, so all students will take the same exams. This means all students will have the opportunity to be awarded the highest grades, if their performance in the assessments merits this. • Ofqual will require qualifications to be tiered only where one exam cannot assess students across the full ability range in a way that enables them all to demonstrate their knowledge, understanding and skills in the subject. • English language and English literature GCSEs will be untiered. Currently GCSEs in both subjects are tiered.
    19. 19. Grading New GCSEs will be graded. Students will be awarded one of nine grades (rather than one of eight as now) or they will be unclassified (U), in which case they will not be awarded the qualification. The grades will be described using numbers (1-9) rather than letters.9 Grade 9 will represent the highest level of attainment.
    20. 20. Ofqual’s approach to grading: • We are changing the number of grades and the way they are described. This will: • Provide more differentiation between students achieving the middle and higher grades. Currently there is a “bunching” of grades as most students are awarded grades B, C and D. Adding in an extra grade will improve the spread of grades in this area. • In our consultation we proposed increasing the number of grades at the middle and top end, to improve differentiation, and reducing the number at the lower end, since relatively few students are currently awarded the lower grades. • In response to feedback to our consultation, we have moved from the eight grades we proposed to nine grades. In part this was to avoid the risk of people assuming that eight new grades would map onto the current eight grades. • We also want to avoid the risk of reducing the opportunity for less able students to demonstrate the progress they have made and have their achievements recognised. • Signal that new GCSEs are new qualifications. This would be less apparent if we continued to describe grades as we do now. If we retained the current grades, users would reasonably, but wrongly, assume that any given grade awarded for a current GCSE and a new GCSE indicated the same level of achievement. • Differentiate between the new GCSEs awarded to students in England and GCSEs awarded to students in Wales and Northern Ireland.
    21. 21. Reading and Writing Writing and Reading are equally weighted in assessment objectives at GCSE.
    22. 22. No more assessment of Spoken English The government do not believe that it is right to set out requirements for speaking and listening skills in GCSE content. In considering the concerns that this section of the content is unweighted, they have taken account of Ofqual’s recent conclusion that there is no way to ensure these skills are assessed consistently and fairly across all schools. No evidence was presented during the consultation that would challenge this conclusion. Spoken language remains unweighted in the content the government are publishing. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/254513/ GCSE_consultation_-_government_s_response.pdf
    23. 23. Spelling, Punctuation and Grammar Government Statement: We have heard a variety of views, both in favour of and against increasing the proportion of marks allocated to SPaG in English language from 12% to 20%. These skills provide the basic building blocks of the subject and they are required both for progression to further study and for the world of work. Employers, and employer organisations, told us that the GCSE does not currently give them the assurance they need of young people’s literacy. A focus on these skills is crucial, and respondents presented no convincing alternative means of securing this. In the content we are publishing, 20% of marks are allocated to SPaG. https://www.gov.uk/government/uploads/syst em/uploads/attachment_data/file/254513/GC SE_consultation_- _government_s_response.pdf
    24. 24. OCR While awaiting the final GCSE criteria from Ofqual, the following general characteristics are currently proposed: • Linear assessments • Assessment by external exam only • Tiering to be avoided, unless strong subject-specific reasons • Expectations to match and exceed those of high-performing international jurisdictions • Greater demand and discrimination at the top • Current grading structure to be replaced by numbers • Inclusion of synoptic assessment • No re-sit opportunities (except for English Language and Maths) • Spelling, punctuation and grammar to continue to be assessed within English Literature, Geography and History, and to also be assessed within English Language