10.1 GCSE pre1914 coursework
(assessed by written essay)
to include specific work on structuring a discursive essay;
to include speaking and listening assessment of group discussion.

 

Unit outline

ALL PUPILS MUST:

Respond to sections from a substantial text from the English literary heritage;
show an understanding of content, characters and themes
Demonstrate awareness of social and historical influences on texts;
produce a written response that warrants assessment for GCSE English and GCSE English Literature;
Make notes and written reports in their exercise books;
take part in group discussion on aspects of the text

 

MOST PUPILS SHOULD:

Read further extracts from the novel;
demonstrate an understanding of how social and historical factors have influenced the style and content of the work in question;
make increasingly developed contributions to class discussion;
frame their responses within a well structured discursive format;
respond to the writer's choices of form, style and structure.

 

SOME PUPILS COULD:

Read the entire text.
be introduced to other texts by the author and/or other authors that compliment a study of the text.
make presentaions to the class;
demonstrate insight when discussing form, content and style and the writers' use of language.

 

Range of Skills

Speaking and Listening

NB the board suggests that the triplet best suited to group work is 'discuss, argue and persuade'.

Pupils will be given the opportunity to learn how to:

- structure their talk clearly;
- use a range of rhetorical devices to clarify and illuminate their ideas;
- take part in a discussion; interacting, debating, nogotiation and resolution. NB the board suggest that, to access the higher grades, larger group work is preferable to paired work;
- vary word choices and ideas to initaite, develop and shape discussion;
- engage with others and promote a point of view;

Reading

- Understanding texts

- To extract meaning beyond the literal, explaining how choice of language, form and stlye has affecteed meaning.
- To develop personal responses informed by analysis of alternative interpretations.
- To examine how ideas, values and emotions are portrayed.
- To examine the social, cultural and historical factorsthat may have influenced a text's production.
- To examine the ways in which structure has been used by authors to impart meaning.
- To read and appreciate the scope and richness of complete novels.
- Understanding the author's craft.


 Writing
Writing to analyse, review, comment.

Pupils will be given opportunities to learn how to:
-reflect on the nature and significance of the subject matter
-form their own view, taking into account a range of evidence and opinions
-organise their ideas and information, distinguishing between analysis and comment.

 

10.1 GCSE pre1914 prose coursework.

Learning Objectives Suggested Activities & Resources Learning Outcomes
AO2 English Reading (En2)
Candidates are required to demonstrate their ability to:

(i) read, with insight and engagement, making appropriate references to texts and developing and sustaining
interpretations of them;

(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.

 

Literature 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 meanings of texts, considering different approaches to texts and alternative interpretations;

AO4
relate texts to their social, cultural and historical contexts and literary
traditions.

The board suggests the following:


An analysis of the significance of a chapter of a novel to the text as
a whole, which will show awareness of particular historical or
social influences, for example in a novel by Dickens.

Exploring the author’s approach to a particular theme or character
in a novel or across a range of short stories noting the effects of social, historical or cultural influences on the text.

An examination of a genre such as the detective story in a range of stories by Arthur Conan Doyle showing knowledge of literary
tradition and of a social or historical or cultural context.

A comparison of the approach to a particular issue or theme, such as relationships between men and women, showing awareness of cultural contexts, across a range of short stories.

A study of the author’s use of settings in the novel or a range of short stories showing knowledge of literary contexts.

Pupils should be confident at analysing pre-1914 novels or stories; using appropriate terminology and discourse markers when writing discursively on a given topic.

 

Pupils should have the opportunity to expand their reading skills by developing their discursive skills in response to pre-1914 novels and stories.

 

Assessments will be made for all pupils against the NEAB mark scheme.