GCSE
CCEA GCSE Specification in
English Literature
For first teaching from September 2017
For first assessment in Summer 2018
For first award in Summer 2019
Subject Code: 5110
Contents
1
Introduction
3
1.1
1.2
1.3
1.4
Aims
Keyfeatures
Priorattainment
Classificationcodesandsubjectcombinations
4
4
4
4
2
Specification at a Glance
5
3
Subject Content
7
3.1
3.2
3.3
Unit1:TheStudyofProse
Unit2:TheStudyofDramaandPoetry
Unit3:TheStudyofShakespeare
7
9
11
4
Scheme of Assessment
12
4.1
4.2
4.3
4.4
4.5
Assessmentopportunities
Assessmentobjectives
Assessmentobjectiveweightings
Qualityofwrittencommunication
Reportingandgrading
12
12
13
13
13
5
Grade Descriptions
14
6
Guidance on Controlled Assessment
15
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
Controlledassessmentreview
Skillsassessedbycontrolledassessment
Levelofcontrol
Tasksetting
Tasktaking
Taskmarking
Internalstandardisation
Moderation
15
15
15
15
16
18
18
18
7
Curriculum Objectives
19
7.1
7.2
Cross-CurricularSkillsatKeyStage4
ThinkingSkillsandPersonalCapabilitiesatKeyStage4
19
20
8
Links and Support
22
8.1
8.2
8.3
8.4
Support
Examinationentries
Equalityandinclusion
Contactdetails
22
22
22
23
Appendix 1
24
GlossaryofTermsforControlledAssessmentRegulations
Appendix 2
26
AdditionalDetailsonTextsforUnit2:TheStudyofDramaandPoetry
Appendix 3
28
ControlledAssessmentThemesandTasksforUnit3:TheStudyof
Shakespeare
Appendix 4
30
AssessmentCriteriaforUnit3:TheStudyofShakespeare
SubjectCode
QAN
5110 603/0784/5
ACCEAPublication©2017
Thisspecificationisavailableonlineatwww.ccea.org.uk
CCEAGCSEEnglishLiteraturefromSeptember2017
1
Introduction
ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcoursein
EnglishLiterature.Wehavedesignedthisspecificationtomeettherequirementsof:
• NorthernIrelandGCSEDesignPrinciples;
• NorthernIrelandGCEandGCSEQualificationsCriteria;and
• SubjectCriteriaandRequirementsforEnglish.
FirstteachingisfromSeptember2017.Wewillmakethefirstawardbasedonthis
specificationinSummer2019.
Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,
are120hours.
ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempower
youngpeopletoachievetheirpotentialandtomakeinformedandresponsible
decisionsthroughouttheirlives,aswellasitsobjectives:
• todeveloptheyoungpersonasanindividual;
• todeveloptheyoungpersonasacontributortosociety;and
• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.
Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.
Theonlineversionofthespecificationwillalwaysbethemostuptodate;toview
anddownloadthispleasegotowww.ccea.org.uk
3
CCEAGCSEEnglishLiteraturefromSeptember2017
1.1
Aims
Thisspecificationaimstoencouragestudentsto:
• becomecriticalreadersofprose,dramaandpoetry;
• developtheabilitytoanalysetheimpactoflanguage,structureandformina
rangeoftexts;
• connectideas,themesandissuesinarangeoftexts;
• explorecontextsandexperiencedifferenttimes,cultures,viewpointsand
situationsintexts;and
• readforenjoymentandnurturealifelongloveofliterature.
1.2
Key features
Thefollowingareimportantfeaturesofthisspecification.
• Itoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthe
deliveryoftheNorthernIrelandCurriculumatKeyStage3.
• Itisaunitisedspecification,allowingstudentsflexibilityinpreparingfor
assessment;studentscanenterforaunitwhentheyarereadytobeassessedand
canresiteachunitindividually.
• ItallowsstudentstostudyEnglishLiteratureandrelatedsubjectsatamore
advancedlevelandtodeveloptheskillstheyneedtoprogresstoemployment.
• StudentscanusetextsthattheyarestudyingforGCSEEnglishLiteratureasthe
stimulusforGCSEEnglishLanguagecontrolledassessmenttasks.
1.3
Prior attainment
Thisspecificationbuildsontheknowledge,understandingandskillsdeveloped
throughthestatutoryrequirementsforthefollowingareasofKeyStage3inthe
NorthernIrelandCurriculum:
• LanguageandLiteracy:EnglishwithMediaEducation;and
• TheArts:DramaatKeyStage3.
Studentsdonotneedtohavereachedaparticularlevelofattainmentbefore
beginningtostudythisspecification.
1.4
Classification codes and subject combinations
Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.
Theclassificationcodeforthisqualificationis5110.
Pleasenotethatifastudenttakestwoqualificationswiththesameclassification
code,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthat
theyhaveachievedonlyoneofthetwoGCSEs.Thesamemayoccurwithanytwo
GCSEqualificationsthathaveasignificantoverlapincontent,evenifthe
classificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubts
abouttheirsubjectcombinationsshouldcheckwiththeschools,collegesand
universitiesthattheywouldliketoattendbeforebeginningtheirstudies.
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CCEAGCSEEnglishLiteraturefromSeptember2017
2
Specification at a Glance
ThetablebelowsummarisesthestructureofthisGCSEcourse.
Content
Assessment
Weightings Availability
Unit1:
TheStudyofProse
Externalwritten
examination
Untiered
1hour45mins
Studentsanswertwo
questions,onefrom
SectionAandtheset
questioninSectionB.
SectionAisclosedbook.
30%
Summerfrom
2018
Unit2:
TheStudyofDrama
andPoetry
Externalwritten
examination
Untiered
2hours
Studentsanswertwo
questions,onefrom
SectionAandonefrom
SectionB.
SectionAisopenbook.
SectionBisopenbook.
50%
Summerfrom
2019
5
CCEAGCSEEnglishLiteraturefromSeptember2017
Content
Assessment
Weightings Availability
Unit3:
TheStudyof
Shakespeare
Controlledassessment
Untiered
2hours
Studentscompleteone
task:anextendedwriting
questionbasedona
theme.Forthethemes
forfirstteachingin
September2017,
seeAppendix3.
Teachersmarkthetasks,
andwemoderatethe
results.
20%
Summerfrom
2019
Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)
attheendofthecourseasterminalassessment.
6
CCEAGCSEEnglishLiteraturefromSeptember2017
3
Subject Content
Wehavedividedthiscourseintothreeunits.Thecontentofeachunitandthe
respectivelearningoutcomesappearbelow.
3.1
Unit 1: The Study of Prose
Section A: Novel
Inthissection,studentsexploreandrespondtoamodernnoveltheyhavestudied.
Theycommunicatetheirknowledgeandunderstandingofthenovel.
Assessmentforthisunitisawrittenexaminationthatlasts1hour45minutes.The
SectionApartoftheexaminationlasts1hourandisworth20percentofthemarks
forthisqualification.Studentsansweronequestionfromachoiceoftwooneachnovel.
Content
LearningOutcomes
LordoftheFlies
WilliamGolding
Studentsshouldbeableto:
• readandunderstandanovel;
or
• respondtothenovelcriticallyandimaginatively;
AboutABoy
NickHornby
• selectandevaluaterelevanttextualmaterial;
or
• usedetailsfromthenoveltoillustrateinterpretations;and
HowManyMiles
toBabylon?
JenniferJohnston • explainandevaluatehowtheauthorusesnarrative
techniques,language,structureandformtopresentideas,
or
themes,charactersandsettings.
ToKilla
Mockingbird
HarperLee
or
OfMiceandMen
JohnSteinbeck
or
PaddyClarkeHa
HaHa
RoddyDoyle
or
AnimalFarm
GeorgeOrwell
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CCEAGCSEEnglishLiteraturefromSeptember2017
3.1
Unit 1: The Study of Prose
Section B: Unseen Prose
Inthissection,studentsexplore,respondto,andlearnhowtoanalyseandevaluate
anunseennineteenth-centuryproseextract.
TheSectionBpartoftheexaminationlasts45minutesandisworth10percentof
themarksforthisqualification.Studentsshouldspend15minutesreadingthe
extractand30minuteswritingtheirresponsetothesetquestion.
Content
LearningOutcomes
Unseenprose
Studentsshouldbeableto:
• readandunderstandaproseextract;
• usedetailsfromtheproseextracttoillustrate
interpretations;and
• explainandevaluatehowtheauthorusesnarrative
techniques,language,structureandformtopresentideas,
themes,charactersandsettings.
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CCEAGCSEEnglishLiteraturefromSeptember2017
3.2
Unit2: The Study of Drama and Poetry
Section A: Drama
Inthissection,studentsexploreandrespondtoaplaytheyhavestudied.They
communicatetheirknowledgeandunderstandingofaplaybyamoderndramatist.
Assessmentforthisunitisawrittenexaminationthatlasts2hours.TheSectionA
partoftheexaminationlasts1hourandisworth25percentofthemarksforthis
qualification.Studentsarepermittedtobringanunannotatedcopyoftheirchosen
playintotheexamination.Theyansweronequestionfromachoiceoftwooneach
play.SeeAppendix2formoreinformationontheprescribedtexts.
Content
LearningOutcomes
Junoandthe
Paycock
SeanO’Casey
Studentsshouldbeableto:
• readandunderstandaplay;
• respondtotheplaycriticallyandimaginatively;
or
AnInspectorCalls • selectandevaluaterelevanttextualmaterial;
JBPriestley
• usedetailsfromtheplaytoillustrateinterpretations;and
or
• explainandevaluatehowthedramatistusesdramatic
Philadelphia,
techniques,language,structureandformtopresentideas,
HereICome!
themes,charactersandsettings.
BrianFriel
or
BloodBrothers
WillyRussell
or
Journey’sEnd
RCSherriff
or
TheCurious
Incidentofthe
Doginthe
Night-Time
SimonStephens
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CCEAGCSEEnglishLiteraturefromSeptember2017
3.2
Unit2: The Study of Drama and Poetry
Section B: Poetry
Inthissection,studentsexploreandrespondtoacollectionofpoemstheyhave
studiedinoneofthethreeanthologiesweprovide.Theylearnhowtoanalyse,
evaluate,andcompareandcontrast.
TheSectionBpartoftheexaminationlasts1hourandisworth25percentofthe
marksforthisqualification.Studentsarepermittedtobringanunannotatedcopyof
theirchosenanthologyintotheexamination.Thereisachoiceoftwoquestionson
eachanthologyandstudentsmustanswerone.Eachquestioninvolvesanalysingtwo
poemsfromtheirchosenanthology.SeeAppendix2forthelistofpoemsineach
anthology.
Content
LearningOutcomes
AnthologyOne:
IDENTITY
or
AnthologyTwo:
RELATIONSHIPS
or
AnthologyThree:
CONFLICT
Studentsshouldbeableto:
• readandunderstandananthologyofpoems;
• respondtothepoemscriticallyandimaginatively;
• selectandevaluaterelevanttextualmaterial;
• usedetailsfromthepoemstoillustrateinterpretations;
• explainandevaluatethewaysinwhichthepoetsexpress
meaningandachieveeffects;
• makecomparisonsandexplainlinksbetweenthepoems;
and
• relatethepoemstotheirsocial,culturalandhistorical
contexts.
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CCEAGCSEEnglishLiteraturefromSeptember2017
3.3
Unit 3: The Study of Shakespeare
Inthisunit,studentsexploreandrespondtoaShakespeareplaytheyhavestudied.
Theycommunicatetheirknowledgeandunderstandingoftheplay.
Assessmentforthissectionisacontrolledassessmenttaskthatlasts2hours.
Formoredetails,seeSection6andAppendix3.SeeAppendix4fortheassessment
criteria.
Content
LearningOutcomes
AShakespeare
play
Studentsshouldbeableto:
• readandunderstandaShakespeareplay;
• respondtotheplaycriticallyandimaginatively;
• selectandevaluaterelevanttextualmaterial;
• usedetailsfromtheplaytoillustrateinterpretations;
• explainandevaluatehowthedramatistusesdramatic
techniques,language,structureandformtopresentideas,
themes,charactersandsettings;and
• relatetheplaytoitssocial,culturalandhistoricalcontexts.
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CCEAGCSEEnglishLiteraturefromSeptember2017
4
Scheme of Assessment
4.1
Assessment opportunities
Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.
Therewillbeoneexaminationserieseachyear,inSummer.
Thisisaunitisedspecification;candidatesmustcompleteatleast40percentofthe
overallassessmentrequirementsattheendofthecourse,intheexaminationseries
inwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.
Candidatesmayresitindividualassessmentunitsoncebeforecash-in.Thebetterof
thetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredto
meetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whether
ornotitisthebetterresult).Resultsforindividualassessmentunitsremainavailable
tocounttowardsaGCSEqualificationuntilwewithdrawthespecification.
4.2
Assessment objectives
Therearefourassessmentobjectivesforthisspecification.Candidatesmust:
AO1 respondtotextscriticallyandimaginatively,andselectandevaluaterelevant
textualdetailtoillustrateandsupportinterpretations;
AO2 explainhowlanguage,structureandformcontributetowriters’presentation
ofideas,themes,charactersandsettings;
AO3 makecomparisonsandexplainlinksbetweentexts,evaluatingwriters’
differingwaysofexpressingmeaningandachievingeffects;and
AO4 relatetextstotheirsocial,culturalandhistoricalcontexts,andexplainhow
textshavebeeninfluentialandsignificanttothemselvesandotherreadersin
differentcontextsandatdifferenttimes.
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CCEAGCSEEnglishLiteraturefromSeptember2017
4.3
Assessment objective weightings
Thetablebelowsetsouttheassessmentobjectiveweightingsforeachassessment
componentandtheoverallGCSEqualification.
Assessment
Objective
UnitWeighting(%)
ExternalAssessment
Controlled
Assessment
Overall
Weighting(%)
Unit1
Unit2
Unit3
AO1
15
17.5
7.5
40
AO2
15
22.5
7.5
45
AO3
7
7
AO4
3
5
8
30
50
20
100
Total
Weighting
4.4
Quality of written communication
InGCSEEnglishLiterature,candidatesmustdemonstratetheirqualityofwritten
communication.Theyneedto:
• ensurethattextislegibleandthatspelling,punctuationandgrammarare
accuratesothatmeaningisclear;
• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplex
subjectmatter;and
• organiseinformationclearlyandcoherently,usingspecialistvocabularywhere
appropriate.
Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasks
thatrequireextendedwriting.
4.5
Reporting and grading
Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethat
reflectstheassessmentweightingofeachunit.Wedeterminethegradesawarded
byaggregatingtheuniformmarksthatcandidatesobtaininindividualassessment
units.
WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthe
highest.Theninegradesavailableareasfollows:
Grade A*
A
B
C*
C
D
E
F
G
IfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).
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CCEAGCSEEnglishLiteraturefromSeptember2017
5
Grade Descriptions
Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsof
achievementlikelytohavebeenshownbycandidatesawardedparticulargrades.
Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;
theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpractice
upontheextenttowhichthecandidatehasmettheassessmentobjectives
overall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessment
maybebalancedbybetterperformancesinothers.
Grade
Description
A
Candidatesrespondcriticallytotexts,showingimaginationand
originalityindevelopingalternativeapproachesand
interpretations.Theyconfidentlyexploreandevaluatehow
language,structureandformcontributetowriters’variedwaysof
presentingideas,themes,charactersandsettings,andhowthey
achievespecificeffectsonreaders.Candidatesmakeilluminating
connectionsandcomparisonsbetweentexts.Theyidentifyand
commentontheimpactofthesocial,culturalandhistorical
contextsoftextsondifferentreadersatdifferenttimes.They
conveyideaspersuasivelyandcogently,supportingthemwith
suitabletextualreferences.
C
Candidatesunderstandanddemonstratehowwritersuseideas,
themesandsettingstoaffectreaders.Theyrespondpersonallyto
theeffectsoflanguage,structureandform,referringtotextual
detailtosupporttheirviewsandreactions.Theyexplainthe
relevanceandimpactofconnectionsandcomparisonsbetween
texts.Theyshowawarenessofsomeofthesocial,culturaland
historicalcontextsoftextsandofhowthisinfluencestheir
meaningsforcontemporaryreaders.Theyconveyideasclearly
andappropriately.
F
Candidatesrespondtotheeffectsoflanguage,structureandform
intexts,showingsomeawarenessofkeyideas,themesand/or
arguments.Theysupporttheirviewsbyreferringtotextual
featuresordetails.Theymakestraightforwardconnectionsand
comparisonsbetweentextsandsuggesthowthesecontributeto
readers’understandingandenjoyment.Theyareawarethatsome
aspectsoftextsrelatetotheirspecificsocial,culturaland
historicalcontexts,andsuggestwhythismaybesignificantin
sometexts.
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CCEAGCSEEnglishLiteraturefromSeptember2017
6
Guidance on Controlled Assessment
6.1
Controlled assessment review
Wewillreplaceourcontrolledassessmenttaskseveryyeartoensurethatthey
continuetosetanappropriatechallengeandremainvalid,reliableandstimulating.
Centresmustensurethatthethemeselectedisappropriatetotheyeartheyintend
tosubmitformoderation.ThesewillappearonourEnglishLiteraturemicrositeat
www.ccea.org.uk
6.2
Skills assessed by controlled assessment
Teachersmustassessthefollowingskillsthroughcontrolledassessment:
•
•
•
•
•
•
•
showingknowledgeandunderstandingoftexts;
organisingandsupportingideasinalogicalmanner;
reasoningandcomingtowell-informedconclusions;
exploringandanalysinglanguage;
usingexternalcontextualinformationtoinformandenhancewriting;
thinkingindependently;and
writingaccuratelyandclearly,inaliteraryregister.
6.3
Level of control
RulesforcontrolledassessmentinGCSEEnglishLiteraturearedefinedforthethree
stagesoftheassessment:
• tasksetting;
• tasktaking;and
• taskmarking.
6.4
Tasksetting
Thelevelofcontrolfortasksettingishigh.Thismeansthatwesetthetasks.Centres
mustchoosetheirtaskfromthelistweprovide.Thequestionmustenablea
responsetothewholeplay.SeeAppendix3forthelistoftasks.
Centreshavetheopportunitytocontextualisethecontrolledassessmenttasksto
suittheirspecificcircumstances.Thisincludestheavailabilityofandaccess
toresources.
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CCEAGCSEEnglishLiteraturefromSeptember2017
6.5
Task taking
Therearedifferentlevelsofcontrolfortasktaking.Thelevelofcontrolforresearch,
planningandpreparationislimited.Thelevelofcontrolforthetimedassessmentis
high.
AreasofControl
DetailofControl
Authenticity
• Candidatescarryouttheresearch,planningand
preparationunderlimitedsupervision(limitedlevelof
control).
• Responsibilityforresearching,planningandpreparingthe
pieceofworkforassessmentliesentirelywithcandidates.
Teachersmustnotprovidemodelanswersorwriting
frames.
• Candidatesmustproducethepieceunderformal
supervision(highlevelofcontrol).Workproducedunder
formalsupervisioncannotberemovedfromtheclassroom.
• Duringthetimedassessment,teachersmustcontrol
candidates’accesstoresourcessothattheycan
authenticatecandidates’work.
• Candidatesarenotallowedtoaugmentnotesand
resourcesbetweensessions.
• Ifthecentrewishescandidatestowordprocessthework,
thecentreisresponsibleforhavingaprocedureforsecure
storage.
• Ifcandidatesproducethepieceovermorethanone
session,theirworkmustbecollectedandstoredaftereach
session;candidatesarenotallowedaccesstotheirwork
betweensessions.
Feedback
• Duringcandidates’research,planningandpreparation,
teachers:
- canreviewcandidates’progressandprovideverbal
adviceatagenerallevel,forexampleproposingbroad
areasforimprovement;
- mustnotgivedetailedverbalfeedbackonerrorsorareas
forimprovement;
- mustnotintervenepersonallytoimprovework;
- mustnotprovidedetailedadviceonhowtoimprovethe
research,planningandpreparationtomeetassessment
criteria;and
- mustnotacceptadraftofthetaskfromacandidateto
review.
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CCEAGCSEEnglishLiteraturefromSeptember2017
AreasofControl
DetailofControl
Feedback(cont.)
• Duringthetimedassessment,teachersmustnotgive
feedbackorassistanceofanydescription.
• Oncecandidateshaveproducedthepiece,theycannot
makeanyfurtherchanges.
TimeLimit
• Candidatesareallowedamaximumof2hoursfor
producingthepiece.Centrescandividethisintoasmany
sessionsastheydeemappropriate.Centresareresponsible
forensuringthatcandidatesadheretothespecifiedtime
limit.
Collaboration
• Duringtheirresearch,planningandpreparation,
candidatesworkunderlimitedsupervision.Theycanaccess
electronicandprintedresources,usetheinternetandwork
ingroups.
• Forthetimedassessment,candidatesmustcompletean
independentresponse.Theymustworkontheirown,with
noassistanceofanydescription.Theymustbeinthedirect
sightofasupervisor.
Resources
• Duringcandidates’research,planningandpreparation,
they:
- shouldgatherinformationfromavarietyofsources;and
- areallowedaccesstotheinternetandanyother
resourcesavailabletothem.
• Duringthetimedassessment,candidates:
- areallowedaccesstounannotatedcopiesoftheirchosen
Shakespeareplay;and
- arenotallowedaccesstotheinternetortoelectronic
devices.
• Candidatesmustreferencematerialfrompublished
sources.Theymustnotplagiarise.
• Classroomdisplaymaterialsmustberemovedorcovered
duringthetimedassessment.
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CCEAGCSEEnglishLiteraturefromSeptember2017
6.6
Task marking
Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolled
assessmenttasksusingassessmentcriteriathatweprovide.Theymustaddnotesin
theformofticks,commentsorreferencetotheassessmentobjectives,witha
summativecommentattheend.Theyshoulduseprofessionaljudgementtoselect
andapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlyto
candidates’work.Theyshouldfollowa‘bestfit’approachwhenselectinga
candidate’smark,makingallowanceforbalancingstrengthsandweaknessesineach
response.
Teachersmustensurethattheworktheymarkisthecandidate’sown.
Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,see
SuspectedMalpracticeinExaminationsandAssessments:PoliciesandProcedureson
theJointCouncilforQualificationswebsiteatwww.jcq.org.uk
6.7
Internal standardisation
Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisation
ofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,
asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistently
whenmarkingassessments.Centresmayneedtoadjustanindividualteacher’s
marking:
• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and
• tomatchthestandardsestablishedattheagreementtrial.
Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidate
RecordSheet.
6.8
Moderation
CentresmustsubmittheirmarksandsamplestousbyMayinanyyear.Wemay
adjustcentres’markingtobringtheassessmentofthecandidates’workintoline
withouragreedstandards.
Weissuefullinstructionseachyearon:
• ourmoderationprocedures;
• whichsampleswerequire;and
• thedeadlinesforsubmittingmarksandsamplestous.
Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,
assistanceorsupportrelatingtoanyaspectofcontrolledassessment.
SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,see
theJointCouncilforQualificationsdocumentInstructionsforConductingControlled
Assessments,availableatwww.jcq.org.uk
18
CCEAGCSEEnglishLiteraturefromSeptember2017
7
Curriculum Objectives
ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredfor
thestatutoryNorthernIrelandCurriculum.Italsooffersopportunitiesforstudentsto
contributetotheaimandobjectivesoftheCurriculumatKeyStage4,andto
continuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonal
Capabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbe
dependentontheteachingandlearningmethodologyused.
7.1
Cross-Curricular Skills at Key Stage 4
Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherent
manner,forexamplecompareandcontrastpoetrybasedonsimilarthemesby
presentingviewsinacriticalessay;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountof
audienceandpurpose,forexamplepresenttopeersasummaryofdramatic
techniquesthatthedramatistuses;
• participateindiscussions,debatesandinterviews,forexamplearguean
interpretationofacharacterfromanovelbyusingarangeoftextualevidence;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,for
exampleuseICTtopresentananalysisofthesignificanceofrecurringimageryin
theirchosenShakespeareplay;and
• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,for
exampleevaluatethewaysauthorsexpressmeaningandachieveeffectsin
unseenprose.
UsingICT
• Studentsshouldbeabletomakeeffectiveuseofinformationand
communicationstechnologyinawiderangeofcontextstoaccess,manage,
selectandpresentinformation,includingmathematicalinformation,for
exampleuseICTtoresearchthesocialorhistoricalcontextofaShakespeareplay
forcontrolledassessment.
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CCEAGCSEEnglishLiteraturefromSeptember2017
7.2
Thinking Skills and Personal Capabilities at Key Stage 4
Self-Management
Studentsshouldbeableto:
• planwork,forexampleplanandorganiseresearchinpreparationforcontrolled
assessment;
• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleidentify
andprioritiseskillsandknowledgetodevelopcompetence;
• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,for
exampleself-evaluateperformanceandunderstanding;identifypersonal
strengthsandareasforimprovement;seeksupportwhenrequired;and
• effectivelymanagetheirtime,forexampleidentifyandprioritiseresearchto
meetdeadlinesandcompletecontrolledassessment.
WorkingwithOthers
Studentsshouldbeableto:
• learnwithandfromothersthroughco-operation,forexampleengagein
discussions;expressandexplainopinions;challengetheopinionsand
interpretationsofothers;
• participateineffectiveteamsandacceptresponsibilityforachievingcollective
goals,forexampleparticipateconstructivelyingroupdiscussionstoexploretexts
andworkcollaborativelyontaskswithsharedgoalsbutindividual
accountability;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,
takingaccountofothers’opinions,forexampleprepareagrouppresentationon
apoem,throughinitialdiscussionanddebateofindividualviewpoints,taking
responsibilityforaspecificroleinthetask.
20
CCEAGCSEEnglishLiteraturefromSeptember2017
ProblemSolving
Studentsshouldbeableto:
• identifyandanalyserelationshipsandpatterns,forexampleunderstand
comparisonsandlinksbetweenstylesthatthepoetsusetoexpressmeaningand
achieveeffects;
• proposejustifiedexplanations,forexampleusetextualevidencetojustifya
viewpointonacharacterfromanovel;
• reason,formopinionsandjustifytheirviews,forexampleanalyselanguagein
anunseenproseextract;
• analysecriticallyandassessevidencetounderstandhowinformationor
evidencecanbeusedtoservedifferentpurposesoragendas,forexample
engageindebateontheeffectivenessofawriter’snarrativetechnique,arguing
anindividualviewpoint;
• exploreunfamiliarviewswithoutprejudice,forexampleingroupdiscussion,
listenandrespondtoothers’viewsoncharacters,themesandideas;and
• weighupoptionsandjustifydecisions,forexampleexplainandillustratetheir
interpretationofacharacterinaplay.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4inthe
NorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalso
remainrelevanttolearning.
21
CCEAGCSEEnglishLiteraturefromSeptember2017
8
Links and Support
8.1
Support
Thefollowingresourcesareavailabletosupportthisspecification:
• ourEnglishLiteraturemicrositeatwww.ccea.org.ukand
• specimenassessmentmaterials.
Wealsointendtoprovide:
•
•
•
•
•
•
•
•
•
•
•
•
•
pastpapers;
markschemes;
ChiefExaminer’sreports;
PrincipalModerator’sreports;
guidanceonprogressionfromKeyStage3;
planningframeworks;
centresupportvisits;
supportdaysforteachers;
agreementtrials;
controlledassessmentguidanceforteachers;
controlledassessmentguidanceforcandidates;
aresourcelist;and
exemplificationofexaminationperformance.
8.2
Examination entries
Entrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonour
QualificationsAdministrationHandbookmicrosite,whichyoucanaccessat
www.ccea.org.uk
Alternatively,youcantelephoneourExaminationEntries,ResultsandCertification
teamusingthecontactdetailsprovided.
8.3
Equality and inclusion
Wehaveconsideredtherequirementsofequalitylegislationindevelopingthis
specificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,
politicalandotherformsofbias.
GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.
Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderange
ofoccupationsandhigherlevelcourses.
Duringthedevelopmentprocess,anexternalequalitypanelreviewedthe
specificationtoidentifyanypotentialbarrierstoequalityandinclusion.Where
appropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.
22
CCEAGCSEEnglishLiteraturefromSeptember2017
Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreduce
barrierstoaccessingassessments.Forthisreason,veryfewstudentswillhavea
completebarriertoanypartoftheassessment.
Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnot
beusedinanywaythatunderminestheintegrityoftheassessment.Youcanfind
informationonreasonableadjustmentsintheJointCouncilforQualifications
documentAccessArrangementsandReasonableAdjustments,availableat
www.jcq.org.uk
8.4
Contact details
Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEA
staffmemberordepartment:
• SpecificationSupportOfficer:JoanJennings
(telephone:(028)90261200,extension2552,email:[email protected])
• SubjectOfficer:OliviaMcNeill
(telephone:(028)90261200,extension2963,email:[email protected])
• ExaminationEntries,ResultsandCertification
(telephone:(028)90261262,email:[email protected])
• ExaminerRecruitment
(telephone:(028)90261243,email:[email protected])
• Distribution
(telephone:(028)90261242,email:[email protected])
• SupportEventsAdministration
(telephone:(028)90261401,email:[email protected])
• Moderation
(telephone:(028)90261200,extension2236,email:[email protected])
• BusinessAssurance(ComplaintsandAppeals)
(telephone:(028)90261244,email:[email protected]
[email protected]).
23
CCEAGCSEEnglishLiteraturefromSeptember2017
Appendix 1
Glossary of Terms for Controlled Assessment Regulations
Term
Definition
Component
Adiscrete,assessableelementwithinacontrolled
assessment/qualificationthatisnotitselfformally
reportedandforwhichtheawardingorganisation
recordsthemarks
Maycontainoneormoretasks
Controlledassessment
Aformofinternalassessmentwherethecontrol
levelsaresetforeachstageoftheassessment
process:tasksetting,tasktaking,andtaskmarking
Externalassessment
Aformofindependentassessmentinwhich
questionpapers,assignmentsandtasksaresetby
theawardingorganisation,takenunderspecified
conditions(includingdetailedsupervisionand
duration)andmarkedbytheawarding
organisation
Formalsupervision
(Highlevelofcontrol)
Thecandidatemustbeindirectsightofthe
supervisoratalltimes.Useofresourcesand
interactionwithothercandidatesistightly
prescribed.
Informalsupervision
(Mediumlevelofcontrol)
Questions/Tasksareoutlined,theuseofresources
isnottightlyprescribedandassessableoutcomes
maybeinformedbygroupwork.
Supervisionisconfinedto:
• ensuringthatthecontributionsofindividual
candidatesarerecordedaccurately;and
• ensuringthatplagiarismdoesnottakeplace.
Thesupervisormayprovidelimitedguidanceto
candidates.
Limitedsupervision
(Limitedlevelofcontrol)
Requirementsareclearlyspecified,butsomework
maybecompletedwithoutdirectsupervisionand
willnotcontributedirectlytoassessable
outcomes.
24
CCEAGCSEEnglishLiteraturefromSeptember2017
Term
Definition
Markscheme
Aschemedetailinghowcreditistobeawardedin
relationtoaparticularunit,componentortask
Normallycharacterisesacceptableanswersor
levelsofresponsetoquestions/tasksorpartsof
questions/tasksandidentifiestheamountof
crediteachattracts
Mayalsoincludeinformationaboutunacceptable
answers
Task
Adiscreteelementofexternalorcontrolled
assessmentthatmayincludeexaminations,
assignments,practicalactivitiesandprojects
Taskmarking
Specifiesthewayinwhichcreditisawardedfor
candidates’outcomes
Involvestheuseofmarkschemesand/ormarking
criteriaproducedbytheawardingorganisation
Tasksetting
Thespecificationoftheassessmentrequirements
Tasksmaybesetbyawardingorganisations
and/orteachers.Teacher-settasksmustbe
developedinlinewithawardingorganisation
specifiedrequirements.
Tasktaking
Theconditionsforcandidatesupportand
supervision,andtheauthenticationofcandidates’
work
Tasktakingmayinvolvedifferentparametersfrom
thoseusedintraditionalwrittenexaminations.For
example,candidatesmaybeallowedsupervised
accesstosourcessuchastheinternet.
Unit
Thesmallestpartofaqualificationthatisformally
reported
Maycompriseseparatelyassessedcomponents
25
CCEAGCSEEnglishLiteraturefromSeptember2017
Appendix 2
Additional Details on Texts for Unit 2: The Study of Drama and
Poetry
Prescribed editions for Section A: Drama
Dramatist
Title
Publisher
ISBNNumber
SeanO’Casey
ThreeDublinPlays
Faber&Faber
9780571195527
JBPriestley
AnInspectorCalls
Heinemann
9780435232825
Playsfor14-16+
BrianFriel
Philadelphia,HereICome! Faber&Faber
0571085865
WillyRussell
BloodBrothers
Methuen
Drama
9780413767707
RCSherriff
Journey’sEnd
SamuelFrench
(London)
0573040036
SimonStephens TheCuriousIncidentofthe Methuen
DogintheNight-Time
Drama
9781408185216
Prescribed texts for Section B: Poetry
AnthologyOne:IDENTITY
Sonnet29
DoverBeach
Invictus
TheRoadNotTaken
Piano
PrayerBeforeBirth
IRemember,IRemember
Catrin
BelfastConfetti
InMrsTilscher’sClass
Kid
Here
Docker
Genetics
Efface
WilliamShakespeare
MatthewArnold
WilliamErnestHenley
RobertFrost
DHLawrence
LouisMacNeice
PhilipLarkin
GillianClarke
CiaranCarson
CarolAnnDuffy
SimonArmitage
RSThomas
SeamusHeaney
SinéadMorrissey
PaulMaddern
26
CCEAGCSEEnglishLiteraturefromSeptember2017
AnthologyTwo:RELATIONSHIPS
OnMyFirstSon
Sonnet130
HowdoIlovethee?
ToHisCoyMistress
TheLaboratory
Remember
WhenYouAreOld
Icarryyourheart
FuneralBlues
LongDistanceII
WildOats
SymptomsofLove
BeforeyouwereMine
Clearances7:Inthelastminutes
Iamverybothered
AnthologyThree:CONFLICT
BenJonson
WilliamShakespeare
ElizabethBarrettBrowning
AndrewMarvell
RobertBrowning
ChristinaRossetti
WBYeats
EECummings
WHAuden
TonyHarrison
PhilipLarkin
RobertGraves
CarolAnnDuffy
SeamusHeaney
SimonArmitage
TheChargeoftheLightBrigade
VitaïLampada
TheManHeKilled
Who’sfortheGame?
EasterMonday(InMemoriamE.T.)(1917)
AnthemforDoomedYouth
AnIrishAirmanForeseesHisDeath
Whatlipsmylipshavekissed,andwhere,
andwhy(SonnetXLIII)
Vergissmeinnicht
BayonetCharge
RequiemfortheCroppies
MametzWood
LastPost
Poppies
OutoftheBlue–12
Alfred,LordTennyson
HenryNewbolt
ThomasHardy
JessiePope
EleanorFarjeon
WilfredOwen
WBYeats
EdnaSt.VincentMillay
27
KeithDouglas
Ted Hughes
SeamusHeaney
OwenSheers
CarolAnnDuffy
JaneWeir
SimonArmitage
CCEAGCSEEnglishLiteraturefromSeptember2017
Appendix 3
Controlled Assessment Themes and Tasks for
Unit 3: The Study of Shakespeare
WereplacethetasksforUnit3eachyear.Belowarethethemesforfirstteachingin
September2017andforfirstmoderationin2019.Centresmustensurethatthe
themeselectedisappropriatetothemoderationdate.Forthemesandtasksplease
seetheTaskListintheControlledAssessmentsectionoftheEnglishLiterature
micrositeatwww.ccea.org.uk
Theme 1: Conflict
or
Theme 2: Love
Listoftasks
Candidatesmustcompleteoneofthefouroptionsbelow.
1. ExaminethewayShakespearepresentsthethemeofconflictinyourchosen
play.Youshould:
• communicatearesponsetoandunderstandingofmeaningsandfeatures
identifiedintheplay;
• identifydramaticmethods,showunderstandingofthemandcommenton
them;and
• providecontextualinformationtoenhanceunderstandingoftheplay.
2. ExaminethewayShakespearepresentsconflictbetweencharactersinyour
chosenplay.Youshould:
• communicatearesponsetoandunderstandingofmeaningsandfeatures
identifiedintheplay;
• identifydramaticmethods,showunderstandingofthemandcommenton
them;and
• providecontextualinformationtoenhanceunderstandingoftheplay.
3. ExaminethewayShakespearepresentsthethemeofloveinyourchosenplay.
Youshould:
• communicatearesponsetoandunderstandingofmeaningsandfeatures
identifiedintheplay;
• identifydramaticmethods,showunderstandingofthemandcommenton
them;and
• providecontextualinformationtoenhanceunderstandingoftheplay.
28
CCEAGCSEEnglishLiteraturefromSeptember2017
4. ExaminethewayShakespearepresentslovebetweencharactersinyourchosen
play.Youshould:
• communicatearesponsetoandunderstandingofmeaningsandfeatures
identifiedintheplay;
• identifydramaticmethods,showunderstandingofthemandcommenton
them;and
• providecontextualinformationtoenhanceunderstandingoftheplay.
29
Communicatesageneral
responsetoand
understandingofmeanings
andfeaturesidentifiedin
theplay.
Communicatesa
competentresponsetoand
understandingofmeanings
andfeaturesidentifiedin
theplay.
Attemptstoengagewiththeplayand
contexts,tolinkthemandtoreflectonthem.
Discussesexplicitmeanings.Writing
demonstratesageneralcontrolofform,
organisationandaccuracy(includingspelling,
punctuationandgrammar).
2:Emerging
(9–16marks)
3:Competent Engageswiththeplayandcontexts,links
(17–24marks) themandexplainstheir ownviews.Discusses
explicitandsomeimplicitmeanings.Writing
demonstratesacompetentcontrolofform,
andcompetentorganisationandaccuracy
(includingspelling,punctuationand
grammar).
Communicatesabasic
understandingofand
responsetomeaningsand
featuresidentifiedinthe
play.
Showsbasicawarenessoftheplay,outlining
narrativeandselectingsomedetails.There
maybealittleawarenessofcontexts.Writing
demonstratesabasiccontrolofform,
organisationandaccuracy(includingspelling,
punctuationandgrammar).
1:VeryLittle
(1–8marks)
AO1(Argument)
GeneralCriteria
Band
Assessment Criteria for Unit 3: The Study of Shakespeare
Appendix 4
30
Providesstraightforward
contextualinformation.
Providesbasiccontextual
information.
AO4(Context)
Identifiesquiteafew
Providescompetent
dramaticmethodswith
contextualinformationand
clearunderstandinganda beginstoapplyittotexts.
moredeliberateattemptto
commentonthem.
Identifiesafew
straightforwarddramatic
methodswithageneral
understandingoftheir
relevance.
Identifiesbasicdramatic
methodswithbasic
understanding.
AO2(FormandLanguage)
CCEA GCSE English Literature from September 2017
31
Identifiesaverygood
rangeofdramaticmethods
andoffersverygood
analysisofthem.
Identifiesagoodrangeof
dramaticmethodsand
offersgoodanalysisof
them.
AO2(FormandLanguage)
Awardzeroforworknotworthyofcredit.
Communicatesavery
good,criticalresponseto
andunderstandingof
meaningsandfeatures
identifiedintheplay.
5:Excellent
Respondscriticallyandimaginatively,
(33–40marks) exploringandevaluatinglinkstocontextsand
theinfluenceofthesecontextsontheplay.
Writingisinanappropriateform,clearly
constructed,fluent,logicalandprecisewith
excellentspelling,punctuationandgrammar.
AO1(Argument)
Communicatesagood,
detailedandinformed
responsetoand
understandingofmeanings
andfeaturesidentifiedin
theplay.
GeneralCriteria
4:Good
Exploresandanalysestheplayandcontexts
(25–32marks) andthelinksbetweenthem.Respondsinan
appropriateform,inacoherentand
organisedway,withaccuratewritten
expressionandgoodspelling,punctuation
andgrammar.
Band
Providesverygood
contextualinformationto
illuminateunderstanding
oftheplay.
Providesgoodcontextual
informationtoilluminate
understandingoftheplay.
AO4(Context)
CCEA GCSE English Literature from September 2017
© CCEA 2017