At Key Stage 5 Students can study either the English Language/Literature A level or the English Literature A level.
The English Language/Literature course was designed to ensure the right balance of coverage of the two disciplines; it enables students to see how linguistic and literary methods are related and to explore these links in their work.
Unit 1: Telling stories – The aim of this part of the subject content is to allow students to learn about how and why stories of different kinds are told. The term ‘telling’ in the title is deliberately chosen to reflect the twin aspects of how stories are told, and why stories are ‘telling’, or valuable, within societies.
Unit 2: Exploring conflict - This part of the subject content focuses on how language choices help to construct ideas of conflict between people, and between people and their societies. Students learn about the ways in which writers and speakers use language, beginning with a general focus on broad questions.
Unit 3: NEA: Making Connections - This part of the subject content focuses on language use in different types of text. It is called 'Making Connections' because it requires students to make active connections between a literary text and some non-literary material. The connections must be based either on a chosen theme or on the idea that particular linguistic strategies and features may occur in the different types of material. This area of the course provides an individualised experience for students, enabling them to demonstrate their ability to initiate and sustain independent enquiry.
Assessment Objectives:
AO1: Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression
AO2: Analyse ways in which meanings are shaped in literary texts
AO3: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
AO4: Explore connections across literary texts
AO5: Explore literary texts informed by different interpretations
Extra-Curricular Activities/Independent Learning Opportunities:
We place strong emphasis on academic learning beyond the classroom and the prescribed specifications. We expect Sixth Form students to work independently and to take full advantage of the resources that the Library and academic departments provide. The extra-curricular life of Prince William School is varied, from theatre productions and university lectures to visits from authors as well as University visits. All pupils are expected to play a full and active part in the extra-curricular life of the School.
Additionally, the school offers opportunities for students to act as learning mentors for Reading and Literacy with younger students.
Specification
https://filestore.aqa.org.uk/resources/english/specifications/AQA-7716-7717-SP-2015.PDF
Year 12
Term 1 |
Term 2 |
Term 3 |
Language Levels Introductions and skills
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Paris anthology - Paper 1
Browning poetry anthology - Paper 1
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Paris anthology - Paper 1
Browning poetry anthology - Paper 1
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Term 4 |
Term 5 |
Term 6 |
Paris anthology - Paper 1
"Frankenstein" - Paper 1
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MOCKS:
"Frankenstein" - Paper 1
Revision of Paper 1 components
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NEA Drafting: Investigation "Into the Wild" re-creative writing and commentaries - Paper 2
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Year 13
Term 1 |
Term 2 |
Term 3 |
"Into the Wild" re-creative writing and commentaries - Paper 2
"A Streetcar Named Desire" - Paper 2
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MOCKS: Paper 1 and Paper 2
"Into the Wild" re-creative writing and commentaries - Paper 2
"A Streetcar Named Desire" - Paper 2
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Revision of Paper 1 components |
Term 4 |
Term 5 |
Term 6 |
MOCKS:
Paper 1 and Paper 2 Revision
|
Paper 1 and Paper 2 Revision
PAPER 1 A LEVEL EXAM
PAPER 2 A LEVEL EXAM
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The English Literature course offers students many different learning styles and opportunities to engage with Literature in a very wide variety of contexts, helping them to develop skills in interpretation and analysis through the reading, observation and discussion of texts. The gradual acquisition of experience, of literary and linguistic awareness through independent study, is the process which creates a strong A Level candidate.
Currently, we are transitioning between examination boards for A level English Literature; information for both boards is provided.
Year 12: Edexcel English Literature
Component 1: Drama Students will get the opportunity to study one Shakespeare play surrounding the theme of tragedy enriched by an anthology of critical essays alongside the study of one other drama text.
Component 2: Prose Students will be able to study two prose texts comparatively focusing on a specific theme.
Component 3: Poetry Students will get the chance to study classic poetry from a specific literary period, or poet, as well as studying a more modern, post 2000 collection of poetry.
NEA: Students will be able to delve into their passion for Literature by writing a 3000 word essay with a focus on two literary texts of their choosing.
Specification:
GCE2015-A-level-Eng-Lit-spec-Issue-6.pdf
Year 13: AQA B English Literature
Unit 1: Literary Genres The course offers the option to study tragedy or comedy across three texts to be taken from drama, prose and poetry with additional criteria set to provide focus on texts produced pre-1900.
Unit 2: Texts and Genres The course offers the option to study elements of crime writing or elements of political and social protest writing across three texts; one post-2000 text, one poetry and one further text, one of which must be written pre-1900. The examination will also include an unseen passage.
Unit 3: Theory and Independence Includes the study of two texts, one poetry and one prose, informed by the study of the critical anthology to include Feminism, Marxism, Eco-Criticism and Post-Colonial Theory.
Specification:
https://filestore.aqa.org.uk/resources/english/specifications/AQA-7716-7717-SP-2015.PDF
Assessment Objectives
AO1: Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression
AO2: Analyse ways in which meanings are shaped in literary texts
AO3: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
AO4: Explore connections across literary texts
AO5: Explore literary texts informed by different interpretations
Expectations:
We expect our students to become avid readers, to take as much responsibility as possible for their learning and for the development of their cultural awareness. This is a subject in which we can direct you towards key skills and give you a chance to broaden your literary and cultural experience. Wider reading can help students to establish a sense of authority in their responses to any given text.
Extra-Curricular Activities/Independent Learning Opportunities:
We place strong emphasis on academic learning beyond the classroom and the prescribed specifications. We expect Sixth Form students to work independently and to take full advantage of the resources that the Library and academic faculty’s provide. The extra-curricular life of Prince William School is varied, from theatre productions to visits from authors and University visits. All pupils are expected to play a full and active part in the extra-curricular life of the School.
Additionally, the school offers opportunities for students to act as learning mentors for Reading and Literacy with younger students.
Year 12: Edexcel specification
Term 1 |
Term 2 |
Term 3 |
"Othello" - Paper 1
Keats Poetry - Paper 3
|
"Othello" - Paper 1
Keats Poetry - Paper 3
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“A Streetcar Named Desire” – Paper 1
Post 2000 Poetry – Paper 3
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Term 4 |
Term 5 |
Term 6 |
“A Streetcar Named Desire” – Paper 1
Post 2000 Poetry – Paper 3
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MOCKS:
Revision of Paper 1&3 Components
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NEA Planning and Drafting
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Year 13: AQA B Specification
Term 1 |
Term 2 |
Term 3 |
"The Handmaids Tale" - Paper 2
"The Kite Runner" - Paper 2
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MOCKS:
"The Handmaids Tale" - Paper 2
"The Kite Runner" - Paper 2
|
Blake Poetry - Paper 2
Blake Poetry & Unseen - Paper 2
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Term 4 |
Term 5 |
Term 6 |
MOCKS:
Blake Poetry – Paper 2
Revision of Paper 1 Components
|
Paper 1 and Paper 2 Revision
PAPER 1 A LEVEL EXAM
PAPER 1 A LEVEL EXAM
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Example of skill progression
The progression seen as students make the choice to move into Key Stage 5 can be seen on two levels. The first, and perhaps most immediately noticeable, is the breadth and challenge offered by the texts studied. This is both in terms of the sophistication of the written text itself as well as the issues addressed. Such challenge often pushes students beyond their current level of understanding, not just of the taught content but the world beyond their direct studies. For example, in studying Margaret Atwood’s novel “The Handmaid’s Tale” students are asked to consider issues such as conspiracy, control and corruption within the fictional and speculative representation of the world that Atwood has crafted. And in studying “Into the Wild”, Jon Krakauer’s tale of Chris McCandless’ misadventures throughout North America, students must confront concepts such as truth, risk and rebellion. Not only this but students will be required to build this same intensity of study across a range of texts by the same author, such as John Keats or Robert Browning, and in so doing, make multi layered judgements and more erudite connections than previously expected.
Further to this, and beyond the challenge offered by the texts studied, is the expectation that, in order to meet the very highest levels of attainment, students will refine their skills in building argument and debate, in challenging perspectives, in the cohesion of ideas and the critical approach they take to those texts.