Year 10 English Curriculum Plan
Overview
The English Department follows the WJEC GCSE course for English Language and English Literature (Specification A). The two courses are taught in 7 lessons and classes are set by ability. In choosing texts for coursework and examination, the Department endeavours to engage the students' interest, while making work accessible.
In English Language, it is intended that, by the end of the course all students will be demonstrate the following abilities (as set out in the WJEC specification.)
GCSE English Language Overview
Examination
The Structure of the examination is as follows:
Paper 1: 30% (2 hours)
Section A (En2) 15%:
Reading of a prose passage from the English literary heritage
Section B (En3) 15 %:
Two writing tasks:
• one to inform/explain/describe (7.5%)
• one to explore/imagine/entertain (7.5%)
Paper 2: 30% (2 hours)
Section A (En2) 15%
Reading of non-fiction and media texts
Section B (En3) 15%
Two writing tasks:
• one to argue/persuade/advise (7.5%)
• one to analyse/review/comment (7.5%)
Coursework
Speaking and Listening (En1) 20%
Variety of tasks.
Assessment should focus on:
• extended individual contributions
• group discussion and interaction
• drama focused activities
Reading (En2) 10% Writing (En3) 10%
• Reading: Play by Shakespeare*
• Reading: Poetry from different cultures and traditions*
• Writing: Either to explore, imagine, entertain or to inform, explain, describe
• Writing: Either to argue, persuade, advise or to analyse, review, comment
*denotes pieces that can be used as ‘cross-over pieces' for assessment in English Literature.
One piece of the finally assessed work in an English or dual entry folder must have been completed under teacher supervision and be certified as such by the staff of the centre.
Up to three pieces of work may be in printed format. i.e. At least one piece in an English or dual entry folder must be handwritten. The English Department has chosen to use the Writing ‘to argue, persuade, advise' piece to satisfy these requirements. The coursework is internally assessed and moderated and a sample is sent away for external moderation by WJEC assessors.
Speaking and Listening (En1)
Candidates will be required to demonstrate their ability to:
(i) communicate clearly and imaginatively, structuring and sustaining their talk and adapting it to different situations, using standard English appropriately;
(ii) participate in discussion by both speaking and listening, judging the nature and purposes of contributions and the roles of participants;
(iii) adopt roles and communicate with audiences using a range of techniques.
Appropriate tasks are undertaken at various points in the course, at the discretion of the class teacher. Some have been outlined in the curriculum plan below as examples. There will be many opportunities to produce speaking and listening work.
Reading (En2)
Candidates will be required to demonstrate their ability to:
(i) read, with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them;
(ii) distinguish between fact and opinion and evaluate how information is presented;
(iii) follow an argument, identifying implications and recognising inconsistencies;
(iv) select material appropriate to their purpose, collate material from different sources, and make cross-references;
(v) understand and evaluate how writers use linguistic, structural and presentational devices to achieve their effects, and comment on ways language varies and changes.
Writing (En2)
Candidates will be required to demonstrate their ability to:
(i) communicate clearly and imaginatively, using and adapting forms for different
readers and purposes;
(ii) organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features;
(iii) use a range of sentence structures effectively with accurate punctuation and spelling.
The English Language course consists of 40% coursework and 60% terminal exam
GCSE English Literature Overview
Examination
The structure of the examination is as follows:
Written Paper 70% (2½ hours)
Section A Prose 30%
Close reading of extract from set text (10 marks)
Extended writing on set text (20 marks)
Section B Drama 30%
Close reading of extract from set text (10 marks)
Extended writing on set text (20 marks)
Section C Poetry 10%
Guided response to unseen poem (10 marks)
Coursework (30%)
1. Poetry} one including pre-1914 work, the other
2. Poetry} including post-1914 works
3. Prose } texts to be chosen so that pre- and post-
4. Drama} 1914 works in each genre are covered
across coursework and written paper
The coursework is internally assessed and moderated and a sample is sent away for external moderation by WJEC assessors.
Literature Assessment Objectives
Candidates are required to demonstrate their ability to:
AO1 respond to texts critically, sensitively and in detail, selecting appropriate ways to convey their response, using textual evidence as appropriate;
AO2 explore how language, structure and forms contribute to the meaning of texts, considering different approaches to texts and alternative interpretations;
AO3 explore relationships and comparisons between texts, selecting and evaluating relevant material;
AO4 relate texts to their social, cultural and historical contexts and literary traditions.
Opportunities for the assessment of the quality of written communication are found within each assessment objective and thus throughout coursework and the written paper.
The English Literature Course consists of 30% coursework and 70% terminal examination.
Further information about course content for GCSE English Language or GCSE English Literature can be found at www.wjec.co.uk
Year 10 Curriculum Plan
Autumn Term One: Writing to explore, imagine, entertain
or to inform, explain, describe (6 Weeks)
Students should work towards the completion of a piece of autobiographical writing focusing on childhood memories or writing an account entitled ‘A Life in the Day'. The latter is modelled upon the Sunday Times article of the same name. Students should also undertake an individual spoken presentation on a topic of their choice. This may be something autobiographical (and thus linked to their coursework) or an issue which they feel passionately about. They should perform this speech to an audience of their peers and should thus think about balancing a formal approach with techniques that will interest and appeal to their audience.
Autumn Term Two: Reading: Play by Shakespeare (7 weeks)
Students should all study Romeo and Juliet, eventually focusing on a scene or scenes of the teacher's choice. A typical question might be: ‘Examine the way in which Act 3 Scene 1 of Romeo and Juliet builds tension. Why is the scene of such great importance to the play?' The essay should be between 800 and 1500 words in length. There is also the possibility here to undertake speaking and listening drama focused activities. This could be done individually (by undertaking a monologue explaining a character's thoughts and feelings about a particular situation being studied) or as a group ( a popular task is a news report explaining the situation in Verona and interviewing eye witness characters) NB This piece of coursework will be used for both the English Language and the English Literature Coursework folder.
Spring Term One: Pre-1914 Poetry Comparison (4 weeks)
Students should compare two poems, one of which must have been written before 1914. The poems should contain similar messages, themes or issues and should use enough interesting features of language, imagery, form and structure to provide opportunity for students to produce a detailed analysis. The WJEC favours an approach which allows students to look at each poem in turn before making comparisons. The essay should be between 800 and 1500 words in length.
Students should begin to work towards the prose study as outlined below.
Spring Term Two: Pre-1914 Prose Study (5 weeks)
Students should study a Pre-1914 novel (possible texts include Wuthering Heights, Great Expectations, Frankenstein, Silas Marner.) They should have a knowledge and understanding of the whole text but their final coursework essay should be focused on one or two chapters and should examine the author's craft. The essay title should give students plenty of scope to analyse use of language and imagery as well as construction of plot and character. The essay should be between 800 and 1500 words in length.
Summer Term One: Writing to argue, persuade, advise or to analyse, review, comment (Controlled, handwritten piece of work) (3 weeks)
English Language Exam practice (3 weeks)
Students should produce a letter to the Principal attempting to persuade him to abolish school uniform. They should also produce a reply explaining the reasons why the uniform will remain. In preparation, students should revise formal letter writing techniques and begin to think about appropriate ideas and structure for their letters. A speaking and listening task may take place debating the pros and cons of keeping a school uniform. Students will handwrite a response in class time, working from notes and plans.
Students should also be made familiar with the challenges of the written exam papers for English Language, looking at the reading skills required for an unseen prose passage (Paper 1 Section A) as well as those required for the reading of non-fiction media texts (Paper 2 Section A.) The Heinemann WJEC English Language text book is used here as are exemplar materials from the WJEC to make sure that students know and understand the requirements of the styles of questions that will be asked. They should also receive guidance on how to write descriptively (learning the differences between narrative and descriptive writing) in order to avoid confusion with Paper 1 Section B question 1. Narrative writing skills and formal non-fiction writing skills are also revisited.
Students should be given the opportunity to write practice answers to reading and writing questions. Initially these will not be timed as students should initially become familiar with the style of question being asked, but, as they move towards the mock exams in January of Year 11, they should have the opportunity of timed practice.
Summer Term Two: Study of English Literature Set Text - Novel (4 weeks)
After the Year 10 exams and time allotted to reflect upon their performance, students should begin to read and analyse Of Mice and Men, focusing on character, plot, and theme as well as language and imagery. They should be encouraged to annotate as they go and there should be an awareness from the start that, as the terminal examination in English literature is closed book (i.e. no texts may be taken into the exam room), quotations should be selected and learned along the way.
There is more scope for speaking and listening activities while studying the novel as well as the possibility to practise skills for the writing sections of the language papers. Students should also expect to work on past paper questions, understanding the demands of tracking the text in the extract questions. They should be given the opportunity to write essays in line with those set upon the paper. Initially these will not be timed as students should become familiar with the novel first, but, as they move towards the mock exams in January of Year 11, they should have the opportunity of timed practice.
As their studies continue, the students should be making links between characters and plot, thinking about the decisions made by the author about the structure of the text, and considering the way in which the pot highlights contextual issues. There should be a great deal of focus on the author's use of language and the effects created for the reader.
