Selston High School 2019 Ofsted Report - Flipbook - Page 6
Staff Contact: Mrs J McIlroy (email@example.com)
This new GCSE, first launched in September 2015, will be assessed in a very different way from in the past. Grades
will be awarded at bands 1-9 with a ‘5’ being equivalent to an old ‘grade C/B’ and 9 being a new higher benchmark
of equivalent to A**.
The specification takes a skills-based approach to the study of English
literature that is consistent across the genres.
It offers excellent preparation for AS and A-level English Literature, as
well as giving students a grounding in a wide variety of literature that
will stay with them for life.
Assessment including terminal examinations and controlled
There are two equally-balanced final exam papers:
Paper 1: Shakespeare and 19th Century Text
Paper 2: Modern Texts and Poetry
Examples of learning activities:
These will include individual and group learning; research; offsite visits and home learning.
Skills that will be developed through the study of texts:
literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects
of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied;
explaining motivation, sequence of events, and the relationship between actions or events;
critical reading: identifying the theme and distinguishing between themes; supporting a point of view by
referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using
understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed
personal response that derives from analysis and evaluation of the text;
evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating
how language, structure, form and presentation contribute to quality and impact; using linguistic and literary
terminology for such evaluation;
comparing texts: comparing and contrasting texts studied, referring where relevant to theme, characterisation,
context (where known), style and literary quality;
producing clear and coherent text: writing effectively about literature for a range of purposes such as: to
describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting
and emphasising key points; using relevant quotation and using detailed textual references;
accurate standard English: accurate spelling, punctuation and grammar.
Future progression (e.g. what courses might follow on in post-16 education):
The course will enable progression onto A/S levels and other English post-16 courses. It will also, of course be an
essential qualification to access colleges and universities for a range of other courses.