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I know we need to move on and in some respects it is pointless comparing but having just supported a North East school to prepare their Year 11 for IGCSE and for AQA cert in Literature, and then in addition to this put schemes of work and teacher training in place for the current Year 10 to support their students of the new GCSE AQA English Literature course, it is impossible not to feel a sense of injustice at the clear differences.
It has been announced by the DFE that based on the publication of the most recent SATs results at KS2 the cohort has significantly underachieved in comparison to previous years. This is not because the students are weaker, or the teaching is of a lower standard, but because the government changed the tests so quickly and so radically, it was almost impossible to prepare students for success.
Is this what the future holds for the students sitting the new GCSE examinations? They had one Aqa english literature b coursework assessment objectives to complete this.
They then had 45 minutes to analyse ONE unseen poem. They only have to have two assessment objectives to achieve this. On the whole, the students felt very well prepared and had a very positive experience in the preparation for their English Literature examination.
It is closed book — the students are not allowed to take any texts into the examination.
But there is no extract and no text; they have to remember quotations. This is a single entry paper so all students of every ability are expected to access these questions. They have 45 minutes to complete this.
The next 45 minutes is to be spent on Section B — which is based on the Power and Conflict poetry.
There are 15 poems to study. Finally, Section C, another 45 minutes. There are two unseen poems, the first poem is worth significantly more than the poem when there needs to be a comparative element, nevertheless, yet again preparing students for this as well as all of the other skills necessary for just this paper is a daunting task.
Only 8 marks are allocated to the final comparison and the very end of a 2 hour 15 minutes. There is no doubt that the skills, approach and thought processes needed to completes this examination well, are far greater than on the paper.
The Past It is the speed that all of this has been implemented that is the other major issue. It is an injustice to the current set of students that they most likely have not had a KS3 experience that prepares them for this style and approach. He has a valid point.
This is the ultimate problem with rushing all of this through. The Common Inspection Framework We were told that the introduction of the Common Inspection Framework all schools would be judged in the same way. Where the disparity becomes more apparent, and the measure for success becomes biased, is that the private schools can sit IGCSE English Language untilthey can also write their own Literature papers hand have them verified by Ofqual.
The Welsh, Northern Irish, Jersey and Guernsey students can carry on with the old style controlled assessments and examination style papers. It is the English state school children who will be labelled the under achievers if they cannot perform sufficiently well in this new style of examination.
More specifically, it is the less academic working class students who are going to really struggle to reach their academic potential in such a radical change of approach towards measuring the attainment and success of students in English. If Ofsted continue to use results as their only benchmark for success, where will this leave the English state schools?
Boundaries The reality is that until we know boundaries it is almost impossible to judge what these students need to do to achieve their target grades, in the way we have in recent years.
They are saying that the equivalent students from the cohort will achieve the same as the students, and the boundaries will reflect this. If this is the case, why bother to change the course? The boards are not releasing how grades equate to marks for a couple of years, making it almost impossible for teachers to accurately predict grades.Find past papers and mark schemes for AQA exams, and specimen papers for new courses.
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During the first year, teaching in English and mathematics is in ability-based sets. For other subjects teaching is in mixed-ability forms. In the second year teaching in English, Latin, mathematics and science is in ability-based sets.
The New English GCSEs – Reality is Starting to Bite. Posted on Wednesday, June 29th, I know we need to move on and in some respects it is pointless comparing but having just supported a North East school to prepare their Year 11 for IGCSE and for AQA cert in Literature, and then in addition to this put schemes of work and teacher training in place for the current Year 10 to support.
Theory and independence.
This resource provides guidance on the non-exam assessment (NEA) requirements for A-level English Literature B, and should be read in conjunction with the NEA requirements set out in the specification.
Subjects English. Why Study English? As well as being compulsory, English is invaluable for your future no matter what you are aiming for. A good command of the spoken and written word will help you every day – and benefit all your other GCSEs too.