GCSE ENGLISH AT GAS George Abbot School non sibi sed toti
Aims of this session To provide an overview of syllabus changes in English Language and English Literature GCSEs To provide information on how and what is covered in GCSE English at GAS To provide an overview of the new GCSE grading system To provide some practical tips on best supporting students in English
New Grading System 9-1 replaces A*-G for students starting GCSE courses in English Language, English Literature and Maths (& some other subjects) 9 will be the highest grade 1 will be the lowest grade
Recalibrating the Grading System For each examination, the top 20% of those who get Grade 7 or above will get a Grade 9. Broadly the same proportion of students will achieve a Grade 7 and above as currently achieve an A and above Broadly the same proportion of students will achieve a Grade 4 and above as currently achieve a Grade C and above BUT
The New PASS Mark: Grade 5 New Grades 9 8 7 6 5 4 3 2 1 The new benchmark or a good pass of a Grade 5 is significantly higher than an old C Grade. The Grade 5 equates to a old B- A* A B C D E F
In Summary The new grading system may cause some confusion. Numbers have not simply replaced letters. GCSE pass mark has essentially increased. Fewer students will achieve the top grade. Teachers, students and parents will need to closely monitor progress and attainment across the 2 years.
Changes last year 100% terminal examination No controlled assessment or coursework (was 40%) English Language & Literature (x2 examination papers each) Speaking and Listening is now called Spoken Language (it does not count towards the final grade) Half-termly summative faculty assessments No tiered entry No grades in letters (numbers 1-9)
English at GAS GCSE English Language GCSE English Literature Taught simultaneously across 2 years ALL students complete Literature and Language GCSEs with AQA StudyPlus classes will study for GCSE Media (with a strong focus on literacy) on a pilot scheme Extra English classes will cover literacy skills Click to edit Master subtitle style George Abbot School non sibi sed toti
English Language Paper 1: Explorations in creative reading and writing Paper 2: Writers viewpoints and perspectives Spoken Language as a separate endorsement (formally, speaking and listening)
Paper 1 Literary extract Q1 retrieval & comprehension Q2 Language effects Q3 Structural effects Q4 Evaluate & respond with opinion and analysis Q5 Write to describe/narrate
Paper 2 X2 Non-fiction texts Q1 Comprehension Q2 Summary of differences/similarities Q3 Language effect Q4 Comparison Q5 Write to inform/persuade
Proof reading Capitals Understanding Punctuation Spelling
In summary Reading a range of materials (fiction and nonfiction) Understanding explicit and implicit meaning Summarising key information Understanding how both language and structure are used for effect Writing with technical accuracy
English Literature Paper 1: Shakespeare and The 19 th Century Novel Macbeth or Romeo & Juliet * AND A Christmas Carol or Dr Jekyll & Mr Hyde * Paper 2: Modern Texts and Poetry Lord of the Flies or An Inspector Calls * Poetry anthology (provided by AQA) love and relationships cluster *Teacher discretion
Buying texts The English department will issue a letter early in September about purchasing exam appropriate copies of texts Please refrain from buying these over the summer, however, most are available online to read if you wish to get a head-start! We will also be selling revision guides to accompany all Literature texts (at around 3 each)
Overview of Year 10* Autumn 1 19 th Century Novel Autumn 2 Writing to describe & poetry anthology Spring 1 Anthology cluster & unseen poetry Spring 2 Writing in point of view Summer 1 - Unseen 19th/20th/21st Century nonfiction Summer 2 Modern novel/play Reading, writing, speaking and listening skills *subject to change after evaluation
The importance of revision As everything will be assessed in the terminal exams, revision resources will be key Make them revise as they go Revise them regularly It is never too early to revise!
Spacing & Interleaving Studies suggest that spaced revision is best in committing knowledge to long term memory Research shows unequivocally that mastery and long-term retention are much better if you interleave practice than if you mass it. Little and often is key.
Some suggestions Study information more than once. Regular low-stakes quizzing (retrieval practice), leaving greater gaps as you go. The scores for these tests are not important. What s important is the act or retrieval that s what seems to have an impact on retention. Anything you want to remember must be periodically recalled from memory. Continue to return to important content. Avoid a practice, practice, practice regime Retrieval is best when it s effortful, when some forgetting has set in. Be wary of intuition it may seem that we are getting better yet we fail to see how quickly these gains fade. (Illusions of fluency) Andy Tharby
What to do over the summer As the texts are determined by set and teacher, it is unwise to get a head start on reading the exact materials for the GCSE Encourage reading for pleasure (variety) Get organised: Set up a filing system of folders (literal and e-folders) Be prepared with the correct equipment for learning Encourage students to download the dictionary.com app!
Further information Full specifications can be found online. Please read these over the summer http://www.aqa.org.uk/subjects/english/gcse http://www.sparknotes.com/ https://www.cliffsnotes.com/ http://www.bl.uk/ Thank you!