Getting Ready to Teach Pearson Edexcel International GCSE

Getting Ready to Teach Pearson Edexcel International GCSE (9– 1) English Language A Specification 4 EA 1 from September 2016

Aims and Objectives • To support you in getting ready to teach our Edexcel International GCSE (9– 1) English Language A qualification You will: • consider the structure and assessment of the new qualification and the support available to guide you through these changes • explore Paper 1, Paper 2 and the coursework route in detail and take part in planning activities • explore possible teaching and delivery strategies for the new qualification.

The International GCSE reforms • New 9– 1 grading scale, with 9 being the top level • First examination June 2018 • Coursework option retained • Optional Spoken Language endorsement • Assortment of short, extended and essay questions • Favourite anthology texts retained • Fully linear structure

Grading • Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above. • Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above. • The bottom of grade 1 will be aligned with the bottom of grade G.

Key elements • Simple assessment structure • Comparison • Texts refreshed • Optional Coursework unit retained • S&L endorsement – optional. It will appear on the certificate as a separately reported grade (Pass, Merit, Distinction)

Why choose Edexcel International GCSE (9– 1) English Language A? • Text types and text choices o Engaging and diverse range of texts, poetry, prose and non-fiction • Coursework and Examination options • Clear and straightforward question papers and mark schemes • Broad and deep development of learners’ skills o Read and respond to material from a variety of sources o Make comparisons between texts and analyse the ways in which writers achieve their effects o Construct and convey meaning in written language, matching style to audience and purpose • Development of spoken language skills • Progression to A Level

Introduction to the Assessment Paper 1 Non- fiction and Transactional Writing Paper 2 Poetry and Prose Texts and Imaginative Writing Paper 3 (Coursework option) Poetry and Prose Texts and Imaginative Writing SECTION A – Reading 45 marks SECTION A – Reading 30 marks SECTION B – Transactional Writing 45 marks SECTION B Imaginative Writing 30 marks Examination Set and marked externally 2 hours 15 minutes Total Marks 90 Examination Set and marked externally 1 hour 30 minutes Total Marks 60 Teacher-devised assignments Internally set and assessed Externally moderated Total marks 60 60% of total 40% of total Examination available January and June

Questions will test the following assessment objectives (AOs) Paper Section AO 1 A AO 1, AO 2, AO 3 1 B AO 4, AO 5 2 A AO 1, AO 2 2 B AO 4, AO 5 3 Assignment A AO 1, AO 2 3 Assignment B AO 4, AO 5

Anthology texts Paper 1 Section A 4 EA 1/01 Non-fiction • From The Danger of a Single Story, Chimamanda Ngozi Adichie (new) • From A Passage to Africa, George Alagiah • From The Explorer’s Daughter, Kari Herbert • Explorers, or boys messing about? , Steven Morris • From Between a Rock and a Hard Place, Aron Ralston (new) • Young and Dyslexic? , Benjamin Zephaniah (new) • From A Game of Polo with a Headless Goat, Emma Levine • From Beyond the Sky and the Earth, Jamie Zeppa (new) • From H is for Hawk, Helen Macdonald (new) • From Chinese Cinderella , Adeline Yen Mah

Anthology texts Paper 2 Section A 4 EA 1/02 Poetry and Prose Disabled, Wilfred Owen ‘Out, Out-’, Robert Frost An Unknown Girl , Moniza Alvi The Bright Lights of Sarajevo, Tony Harrison (new) Still I Rise, Maya Angelou (new) The Story of an Hour, Kate Chopin (new) The Necklace, Guy de Maupassant ‘Significant Cigarettes’ (from The Road Home), Rose Tremain (new) • ‘Whistle and I’ll Come to You’ (from The Woman in Black), Susan Hill (new) • Night, Alice Munro (new) • •

PAPER 1: NON-FICTION AND TRANSACTIONAL WRITING 4 EA 1/01

Paper 1 Section A Non-fiction Texts • A mixture of short- and extended-response questions: • three short-answer questions on an unseen nonfiction text • one extended-response question on an anthology text from Part 1 Non-fiction texts • one comparison question on the unseen and a selected anthology text. • Anthology text printed in examination booklet • AO 1, AO 2 and AO 3 assessed • 45 marks

Paper 1 Section A Please refer to the Sample Assessment Materials provided. Examination instructions Answer ALL questions in this section. You should spend 1 hour 30 minutes on this section. The questions are based on Text One (Unseen Nonfiction Text) and Text Two (reprinted from Section A of the Anthology) in the Extracts Booklet. Short questions on Text One (Unseen). One twelve-mark question on Text Two (Anthology Text). Question 5 – 22 -mark question comparing two texts.

Paper 1 Section A SAMS questions Section A: the unseen text used is an extract titled “Tromso Ice Swimmers” from “Land of the Midnight Sun” by Alexander Armstrong. Q 1 From lines 1 -10, select two words or phrases that describe the Tromso Ice Swimmers. (2) Q 2 Look again at lines 11 -24. In your own words, explain what the writer’s thoughts and feelings are before the swim. (4) Q 3 From lines 25 -47, describe the dangers and difficulties of the swim. You may support your points with brief quotations. (5)

Remind yourself of the passage from Between a Rock and a Hard Place (Text Two in the extracts booklet) 4 How does the writer use language and structure to create suspense and tension? You should support your answer with close reference to the passage, including brief quotations. (12) 5 Compare how the writers present their ideas and perspectives about their experiences. Support your answer with detailed examples from both texts. (22)

Paper 1 Section B Transactional Writing • Students are advised to allocate 45 minutes • One writing task • Choice of two questions • Transactional focus: articles for newspapers or magazines, speeches, letters, etc. • AO 4 and AO 5 assessed • 45 marks

Paper 1 Section B Transactional Writing Examples from the SAMs (Please refer to own copy): 6. ‘There is no point in travelling when you can see everything and learn about everything from the television and the internet. ’ Write an article for a magazine giving your views on this statement. 7. ‘Schools and colleges have a duty to ensure their students keep fit. ’ You have been asked to give a speech in which you express your views on this statement. (3 supporting bullet points with each question to aid response. ) Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

Paper 1 Section B Exemplars Transactional Writing Script 1 B 2 Q 6 AO 4 Level 3 – 14 marks AO 5 Level 3 – 10 marks = 21 marks Script 1 B 4 Q 7 AO 4 Level 5 – 27 marks AO 5 Level 5 – 18 marks = 45 marks

PAPER 2: POETRY AND PROSE TEXTS AND IMAGINATIVE WRITING 4 EA 1/02

Paper 2 Section A 4 EA 1/02 (Examination Route) Section A Poetry and Prose • Essay question on ONE Anthology text from Part 2 of Anthology • AO 1 and AO 2 assessed • 30 marks • Section B Imaginative writing • Creative response • AO 4 and AO 5 assessed • 30 marks: AO 4 (18 marks ) AO 5 (12 marks)

Paper 2 Section A Exemplars Question 1: How does the writer develop feelings of isolation in Whistle and I’ll Come to You? In your answer, you should write about: • the weather and the setting • The effects of the writer’s childhood memories • The use of language. You should support your answer with close reference to the passage, including brief quotations. (30) Script • 2 A 1 2 A 2 2 A 3 2 A 4 Q 1 Q 1 AOs 1/2 Level 3 AOs 1/2 Level 4 AOs 1/2 Level 5 - 18 16 22 30 marks

Paper 2 Section B (Examination Route) Imaginative Writing • Students are advised to allocate 45 minutes • One 30 -mark imaginative writing task, based on one of three given prompts (AO 4 18) (AO 5 12). Total of 30 marks. Examples from the SAMs: 2. Write about a time when you, or someone you know, had an unexpected experience. Your response could be real or imagined. 3. Write a story with the title ‘Left Behind’. Your response could be real or imagined. 4. Look at the images provided. Write a story that begins ‘I wanted to make my own decision’. Your response could be real or imagined. You may wish to base your response on one of the images.

Paper 2 Section B Exemplars • Imaginative Writing: please refer to your materials • Script 2 B 1 Q 2 AO 4 Level 4 – 13 marks AO 5 Level 4 - 8 marks = 21 marks • Script 2 B 2 Q 2 AO 4 Level 3 – 10 marks AO 5 Level 3 - 6 marks = 16 marks • Script 2 B 3 Q 3 AO 4 Level 3 – 11 marks AO 5 Level 4 - 8 marks = 19 marks • Script 2 B 4 Q 3 AO 4 Level 5 – 18 marks AO 5 Level 5 - 11 marks = 29 marks

Paper 3 (Coursework route) 4 EA 1/03: optional alternative to 4 EA 1/02 Assignment A Poetry and Prose: Reading (20%) • Essay: 30 marks • Part 1: students must produce one essay exploring a topic of their choice on two anthology texts : AO 1 (6 marks) and AO 2 (18 marks) assessed : 24 marks • Part 2: one short commentary of 200 words on why the student chose the two texts (6 marks – AO 1)

Paper 3 (Coursework route) Assignment B: Imaginative Writing • A piece of personal or imaginative writing based on a selective topic • The topic could be inspired by a range of stimuli. • Students may write about real or imagined experiences. • The topics must address the following objectives: AO 4 and AO 5 Total marks: 30 marks This may be teacher-devised or self-devised.

Paper 1, Section A Suggested Activities Approaches to teaching unseen analysis and comparison with anthology text • Use past papers to study the types of non-fiction unseen texts • Explore topics which are suggested by the texts in the Part 1 section of the Anthology • Research possible short non-fiction texts on similar topics and devise short questions to test understanding • Devise a linking analytical question. • Based on themes or issues to both texts, devise a comparative question.

Course planning • Take a moment to decide whether the examination or the coursework route is better for your candidates. • After the course, devise a schedule to cover the close study of the Anthology sections. • After the course, study past papers to devise relevant Writing assignments. • Allow sufficient time for lessons on essay planning and structure and writing to time. • Pay particular attention to word-based analysis and reference and to how to include quotations. • Work on extending vocabulary.

Support For more information, please contact subject advisors, subject pages/communities. Free Support: Teachers will be provided with a comprehensive Teacher Guide and Scheme of Work. This will include: • Introduction • Key Features of the qualification • Qualification overview • Topic Guidance • Planning and 2 -year Course planner • Bibliography and suggested resources Published resources: Edexcel International GCSE English Language A Student Book (new edition) * • The materials available were designed in response to feedback from teachers, however it is not necessary to purchase them to deliver the International GCSE. *Not yet Endorsed

Next steps • Sign up to subject advisor updates: email teachingenglish@pearson. com • Visit the website for support materials: www. edexcel. com/english