The document summarizes changes to English Language and Literature GCSEs in England starting in 2015, including: - English Language will be 100% exam-based with two exam papers assessing reading and writing. Speaking and listening will be a separate endorsement. - Literature will remain 100% exam-based but will assess three texts instead of two, including a poetry anthology. - New GCSE grades of 4-9 will be introduced to distinguish between middle and top performers, with grade 5 set at a higher level than the current grade C. - The KS3 English curriculum in England is being revised with a greater focus on grammar, vocabulary, and literature. Regular assessments will have a stronger emphasis

1. English 2015 onwards

2. GCSE English Language
Current
 CAMBRIDGE IGCSE
 40% coursework assessed for
writing
 20%Speaking and Listening
count in
 40% exam paper assessed for
reading
From Sept 2015
 AQA GCSE ENGLISH
 100% exam
 Speaking and listening
endorsement
 2 exam papers weighted as 50%
each reading and writing

3. AO1 Identify and interpret explicit and implicit information and ideas.
Select and synthesise evidence from different texts.
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.
AO3 Compare writers’ ideas and perspectives, as well as how these are
conveyed, across two or more texts.
AO4 Evaluate texts critically and support this with appropriate textual
references.
AO 5 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.
AO 6 Use a range of vocabulary and sentence structures for clarity, purpose and
What is assessed?

4. AO1 Identify and interpret explicit and implicit information and ideas.
Select and synthesise evidence from different texts.
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.
AO3 Compare writers’ ideas and perspectives, as well as how these are
conveyed, across two or more texts.
AO4 Evaluate texts critically and support this with appropriate textual
references.
AO 5 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.
AO 6 Use a range of vocabulary and sentence structures for clarity, purpose and
What is assessed?

5. AO1 Identify and interpret explicit and implicit information and
ideas.
Select and synthesise evidence from different texts.
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.
AO3 Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts.
AO4 Evaluate texts critically and support this with appropriate
textual references.
Reading

6. AO1 Identify and interpret explicit and implicit information and ideas.
Select and synthesise evidence from different texts. 10%
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. 17.5%
AO3 Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts. 10%
AO4 Evaluate texts critically and support this with appropriate
textual references. 12.5%
Reading

7. AO 5 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.
AO 6 Use a range of vocabulary and sentence
structures for clarity, purpose and effect, with accurate
spelling and punctuation.
Writing

8. AO 5 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%
AO 6 Use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and
punctuation. 20%
Writing

9. Paper 1 Section A: Sample question 1
Read again the first part of the source, lines 1 to 7.
List four things from this part of the text about the weather.
a
b
c
d
[4 marks]
Slide 21 Copyright © AQA and its licensors. All rights reserved.

10. Paper 1 Section A: Sample question 4
Focus this part of your answer on the second half of the source, from line 18 to
the end.
A student, having read this section of the text said: “The writer brings the very
different characters to life for the reader. It is as if you are inside the coach with
them.”
To what extent do you agree?
In your response, you could:
• write about your own impressions of the characters
• evaluate how the writer has created these impressions
• support your opinions with quotations from the text.
[20 marks]
Slide 24 Copyright © AQA and its licensors. All rights reserved.

11. Paper 1 Section B: Sample question 5
You are going to enter a creative writing competition. Your entry will be judged
by a panel of people of your own age.
Either: Write a description suggested by this picture:
Or: Write the opening part of a story about a place that is severely affected by
the weather.
[24 marks for content and organisation
16 marks for technical accuracy]
[40 marks]
Slide 30 Copyright © AQA and its licensors. All rights reserved.

12. GCSE Literature
Current
 100% exam
 2 exam papers
 2 texts
 Poetry anthology
 Unseen poetry
From Sept 2015
 100% exam
 2 exam papers
 3 texts
 Poetry anthology
 Unseen poetry

13. 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.
• 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.
• AO4: Use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation.
Assessment Objectives

14. 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. 40%
• 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%
Assessment Objectives

15. Choose 1 from Choose 1 from Choose 1 from Poetry- Poems
Past and
Present
The Strange
Case of Dr Jekyll
and Mr Hyde
Macbeth An Inspector
Calls
Lord of the Flies There is a choice
of :
A Christmas
Carol
Romeo and
Juliet
Blood Brothers AQA Anthology
Telling Tales
Love and
relationships
Great
Expectations
The Tempest The History
Boys
Animal Farm Power and
conflict.
Jane Eyre The Merchant of
Venice
DNA Never Let Me Go +
Frankenstein Much Ado
About Nothing
The Curious
Incident of the
Dog in the
Night-
Time (play
script)
Anita and Me Unseen Poetry
Pride and
Prejudice
Julius Caesar A Taste of
Honey
Pigeon English
The Sign of Four
Content

16. Choose 1 from Choose 1 from Choose 1 from Poetry- Poems
Past and
Present
The Strange
Case of Dr Jekyll
and Mr Hyde
Macbeth An Inspector
Calls
Lord of the Flies There is a choice
of :
A Christmas
Carol
Romeo and
Juliet
Blood Brothers AQA Anthology
Telling Tales
Love and
relationships
Great
Expectations
The Tempest The History
Boys
Animal Farm Power and conflict.
Jane Eyre The Merchant of
Venice
DNA Never Let Me Go +
Frankenstein Much Ado
About Nothing
The Curious
Incident of the
Dog in the
Night-
Time (play
script)
Anita and Me Unseen Poetry
Pride and
Prejudice
Julius Caesar A Taste of
Honey
Pigeon English
The Sign of Four

17. The boundary for
the new grade five
will be set at about
half to two thirds
of a GCSE grade
higher than the
current
requirement for a
grade C.
The bottom of a new grade
four will correspond to the
bottom of a current grade C
The same proportion of
candidates will achieve a
grade four or above as
currently achieve a grade C
or above. However, under
the changes those
candidates will be spread
among six different grades
(four up to nine), and not
four (C up to A*) as at
present, helping to
distinguish between middle
and top performers and
giving pupils heading for
grade C a higher goal to aim
for.

18. CURRENT KS3
Curriculum
2014 CURRICULUM
• Currently structured
around: Key concepts; Key
processes; range and
content and curriculum
opportunities.
• Always been phrased as
‘Pupils should be able
to…’
• Currently have ‘Speaking
and Listening as a topic.
• New curriculum is more knowledge based,
particularly based on knowledge of grammar
and vocabulary.
• Now phrased as ‘Pupils should be taught to…’
• Will now be called ‘Spoken English’ (no
comments on listening!)
• No reference to assessment yet!
• Repetition of ‘challenging’
• Greater focus on Literature based learning
• Greater emphasis on planning, drafting,
editing and proofreading writing.
• GRAMMAR and VOCABULARY focus – similar
to KS2 SPAG (This is equal to reading and
writing)
Some differences:

19. New KS3
Curriculum from
September 2014
READING
1. develop an appreciation and
love of reading, and read
increasingly challenging
material independently
2. understand increasingly
challenging texts
3. read critically
GRAMMAR AND VOCABULARY
1. consolidate and build on
their knowledge of
grammar and vocabulary
2 plan, draft, edit and proof-
read
SPOKEN ENGLISH.
speak confidently and
effectively
WRITING
1. write accurately, fluently,
effectively and at length for
pleasure and information
2. plan, draft, edit and proof-
read

20. New KS3
Curriculum from
September 2014
READING
1. develop an appreciation and
love of reading, and read
increasingly challenging
material independently
2. understand increasingly
challenging texts
3. read critically
GRAMMAR AND VOCABULARY
1. consolidate and build on
their knowledge of
grammar and vocabulary
2 plan, draft, edit and proof-
read
SPOKEN ENGLISH.
speak confidently and
effectively
WRITING
1. write accurately, fluently,
effectively and at length for
pleasure and information
2. plan, draft, edit and proof-
read

21. Rigour at KS3
Choice of texts far more demanding
Regular formal exam style assessments
Informal assessment regular SPaG tests
Accelerated Reader
Structured schemes of learning ensure that all
Assessments are focused on assessment criteria
Regular review of groupings
How have we prepared for these
changes at KS3?