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Network Events GCE English Language Spring 2016

Network Events GCE English Language Spring 2016. Agenda. Overview of the specification Planning issues Language frameworks and levels Child Language Approaches to coursework Questions and ideas for future network events. Specification Overview. AS and A level at a glance.

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Network Events GCE English Language Spring 2016

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  1. Network EventsGCE English LanguageSpring 2016

  2. Agenda • Overview of the specification • Planning issues • Language frameworks and levels • Child Language • Approaches to coursework • Questions and ideas for future network events

  3. Specification Overview

  4. AS and A level at a glance

  5. Assessment Objectives

  6. Issues arising from AOs • Don’t get hung up on overall weightings • Questions and mark schemes are ‘holistic’ • Targeting of AOs is built into task styles

  7. AS Level

  8. A Level

  9. Components 1 & 2 – Matters Arising • Range of content from AS 1 & 2 is comparable to AL 1 • Question stem for both sections of AL 1 now the same • Variation over time not required at AS, but can be used as a context feature • Texts for historical variation from c1550 onwards, but awareness of key developments before that will be valuable

  10. A Level

  11. Effective Planning

  12. Planning • Use of Transition Unit • Reviewing the year so far • Feedback and sharing resource ideas

  13. Frameworks & Levels

  14. Frameworks • Frameworks: discourse and pragmatics • over-arching societal and cultural interpretations • Discourse: • rooted in an understanding of ideologies • consider intention of the speaker or author, as well as the viewpoint of the audience or reader • Pragmatics • link to cultural expectations about such issues as gender or politeness • analysis of the effects of different contexts on language production.

  15. Levels • The over-arching frameworks are realised through the more structural issues found in the hierarchy of levels: • sounds (phonetics, phonology and prosodics)graphology (visual aspects of written texts) • vocabulary (lexis and semantics) • grammar (morphology and syntax: structural patterns at word, phrase, clause and sentence level)

  16. Child Language

  17. AS Component 2: Child Language Question 1: Responding to written data • AS students will always explore the ‘written’ data in a ‘creative’ response. • As well as developing their understanding of concepts and issues related to children’s writing, students will develop their own ability to craft their writing for different forms, functions and audiences. • Some examples of forms, functions and audiences that students might explore are: • forms – articles, talks, reports • functions – to inform, to explain, to persuade • audiences – students, parents, non-linguists.

  18. AS & AL Component 2: Child Language Students should be introduced to relevant developmental, functional and structural theories associated with the development of language, including: • the earlier debates of behaviourism • innateness versus nativism, • cognitive and interactive theories • functional approaches • current methods of teaching literacy.

  19. Approaches to Coursework

  20. Component 4: Crafting Language • study the distinctive features of a variety of genres (for example feature articles, journalist interviews, speeches, scripted presentations, dramatic monologues, short stories and travel writing). • identify and examine texts (style models) that exemplify key features of their chosen genre and investigate the effects of different language choices and discourse strategies for different contexts. • complete two assignments: • two pieces of writing in the chosen genre differentiated by function and/or audience (advisory total word count 1500–2000 words). • a commentary (1000 words) in which they reflect on their language choices in both pieces of writing.

  21. Component 4: Crafting Language Commentary guidance • write a single commentary of a maximum of 1000 words reflecting on the two pieces of writing they have submitted. • Successful commentaries will: • include critical application of linguistic analysis using linguistic terminology where appropriate and using good written expression and effective organisation • show that the student is able to apply a range of linguistic concepts and issues to their own texts and to the stimulus materials • comment effectively on contextual factors which contribute to the organisation of texts, such as purpose, genre and audience • discuss connections between their own work and the stimulus texts (and, where relevant, between their own individual pieces).

  22. Component 4: Crafting Language • Task setting: Students can use a grid like those in the specification to help plan their pieces and ensure differentiation of audience and/or function

  23. Component 4: Crafting Language • Choose a genre or two and suggest possible tasks a student could do

  24. Questions? • Are there any further issues not addressed so far? • FAQs • Make use of the online forum

  25. Contact information English Subject Advisor, Clare Haviland: • teachingenglish@pearson.com • Tel: 0844 372 2188 • http://www.edexcel.com/Subjects/English/Pages/Default.aspx • English forum look at and participate in: http://community.edexcel.com/english/default.aspx • Twitter: www.twitter.com/pearsonteacheng • www.edexcel.com/learningforabetterfuture

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