Pupils work on unit 1 throughout years 10 and 11. In addition, in year 10 pupils work on unit 3 parts a), b) and c). The content of both these units is set out below, with an indication of the timetable for the year.
Unit 1 – Understanding and producing non-fiction texts
Pupils will continuously work on this unit throughout year 10 and 11 in preparation for their GCSE examinations as well as developing their writing for their controlled coursework.
Pupils are required to read and understand a range of non-fiction texts, identifying the writers’ crafts and transferring these skills into their own writing for a range of genres, audiences and purposes. The functional elements of English reading and writing are embedded within this unit allowing candidates to demonstrate that they are competent readers and writers in their daily lives. Reading texts will be drawn from a range of non-fiction genres. Some texts will be clearly functional in context (such as information leaflets) and others will be those which pupils can clearly expect to read in their daily lives including media sources (including texts with images, and/or other presentational devices) and literary non-fiction (such as travelogues and biographies). In preparing for this unit, candidates should draw on a variety of text types and transfer their reading skills.
There will be two writing tasks, one shorter and one longer. The shorter task will ask pupils to write to inform, explain or describe; the longer task will require more developed and sustained ideas which argue or persuade. Pupils will be required to adapt their style to fit audience and purpose
Unit 3 – Understanding spoken and written texts and writing creatively
Autumn Term 1 and Spring Term 1: Unit 3 – Part A – Understanding spoken and written texts and writing creatively
Pupils will study of one extended text from any genre, including non-fiction. An extended text may include a collection of poems, short stories or non-fiction. Pupils must make reference to the whole text. If using a collection of short texts, they must refer to more than one text, although comparison is not required. Pupils can also use any of the collections from the AQA Anthologies Moon on the Tides. Pupils could use any of the texts being studied for GCSE English Literature. For example, pupils studying GCSE English Language and GCSE English Literature may study Of Mice and Men or Purple Hibiscus for the GCSE English Literature examination and may complete their GCSE English Language Controlled Assessment task on this text.
Autumn Term 2 and Spring Term 2: Unit 3 – Part B – Producing creative texts (creative writing)
Tasks will be set by AQA. Each year we will provide a bank of six tasks: two for each of the topics covered in this unit: Moving Images (writing for or about moving images) , and Commissions (responding to a given brief). Re-creations (taking a text and turning it into another). Pupils will complete two of these tasks. Each task should be taken from a different topic. Tasks will predominantly expect pupils to write in a variety of non-fiction genres. The tasks are designed to develop pupil skills in writing for particular audiences and purposes. Texts used may include the poems ‘Poppies’ and ‘Come on Come back’ from the AQA Moon on the Tides Anthology.
Summer Term: Unit 3 – Part C – Spoken Language Study
Pupils will submit one spoken language study, in a written response, prepared under controlled conditions and chosen from the topics in this unit. The focus of this unit is investigative. In terms of Subject Content, within the broad category Studying Language, learners should understand how spoken (and written) language evolves in response to changes in society and technology, and how this process relates to identity and cultural diversity. More specifically within the Spoken Language Study learners should reflect critically on their own and others’ uses of language in different contexts and how they adapt to different listeners and tasks, exploring these experiences in the contexts of wider language use and variation.
Pupils will engage with real life uses of talk and audiences beyond the classroom and consider aspects of spoken language, for example how language changes over time, attitudes to standard and non-standard forms and regional variations.