Qualifications and Curriculum Development Agency

ACCAC
CCEA
QCA

GCE ADVANCED SUBSIDIARY AND ADVANCED LEVEL SPECIFICATIONS

SUBJECT CRITERIA FOR ENGLISH LANGUAGE

1. Introduction

1.1 AS and A level subject criteria set out the knowledge, understanding, skills and assessment objectives common to all AS and A level specifications in a given subject. They provide the framework within which the awarding body creates the detail of the specification.

Subject criteria are intended to:

• help ensure consistent and comparable standards in the same subject across the awarding bodies;

• define the relationship between the AS and A level specifications, with the AS as a subset of the A level;

• ensure that the rigour of A level is maintained;

• help higher education institutions and employers know what has been studied and assessed.

• Any specification which contains significant elements of the subject English Language must be consistent with the relevant parts of these subject criteria.

2. Aims

2.1 AS and A level specifications in English Language should encourage students to develop their interest and enjoyment in the use of English, through learning more about the structures and functions of English, drawing on their experience and knowledge of language change and variation. Students should learn to express themselves in speech and writing with increasing competence and sophistication, undertake a varied programme of reading, and develop skills of listening critically and attentively to spoken English.

2.2 AS courses should introduce students to an understanding of concepts and frameworks for the study of language, and enable them to apply these to investigate their own and others' use of speech* and writing. AS courses should develop students' skills in speaking and writing for different purposes and audiences, as well as their ability to respond perceptively to the different varieties of English they hear and read.

2.3 A level courses in English Language should develop further students' knowledge of and ability to apply a range of linguistic frameworks to a wide variety of texts from both the past and the present. A level students should be increasingly able to select and use the frameworks most appropriate for their investigation and research, and express themselves with fluency and competence in speech and writing.

3. Specification Content

Knowledge, Understanding and Skills

3.1 AS and A level specifications in English Language should build on the knowledge, understanding and skills established in studying GCSE English. Candidates will be required to show that their contextual study of spoken and written language is based on sound theoretical knowledge.

3.2 AS specifications should require candidates to show broad knowledge and understanding of:

1. key features of frameworks for the systematic study of the English Language at different levels of analysis, including:

• the characteristic speech sounds and intonation patterns (phonetics and phonology);

• the vocabulary of English, including the origins, meanings and usage of words (lexis);

• the forms and structures of words, phrases, clauses, sentences and texts in speech and writing (grammar);

• the ways meanings are constructed and interpreted in speech and writing (semantics and pragmatics).

2. variations in language according to mode (speech or writing) and context, including the role of personal and social factors in influencing meanings and forms.

3.3 In addition, A level specifications should require candidates to show deeper knowledge and understanding of:

1. frameworks for the systematic study of language, including phonology and phonetics, lexis, morphology, grammar and semantics;
2. the application and usefulness of different linguistic frameworks for the description and analysis of speech and writing;
3. how historical and geographical variation shape and change meanings and forms in language.

3.4 AS and A level specifications should require candidates to:

• apply linguistic concepts and frameworks appropriately and systematically in the study of language;
• describe, explain and interpret variation in both spoken and written language;
• demonstrate appropriate and accurate control of spoken and written English for a variety of audiences and purposes;
• comment on the production, interpretation, adaptation and representation of texts.

3.5 In addition, A level specifications should require candidates to:

• analyse and evaluate variation in written and spoken language, including language from the past;
• make connections between their knowledge and understanding of concepts and frameworks for the study of language and evaluate the suitability of these as tools for analysis of language in use.

3.6 In all AS and A level specifications, the texts and language samples studied must be of sufficient substance and challenge to merit serious consideration.

4. Key Skills

4.1 AS and A level specifications in English Language should provide opportunities for developing and generating evidence for assessing the Key Skills listed below. Where appropriate these opportunities should be directly cross-referenced, at specified level(s), to the criteria listed in part B of the Key Skills specifications.

• Communication
• Information Technology
• Improving own Learning and Performance
• Working with Others

5. Assessment Objectives

5.1 The differences between AS and A level assessment objectives reflect the differences in the depth and breadth of the requirements of the specifications.

5.2 Knowledge, understanding and skills are closely linked. The specifications must require that all candidates meet the following assessment objectives in the context of the content and skills prescribed. The assessment objectives are to be weighted in all specifications within the ranges indicated.

5.3 In each part of the specification there are 5 assessment objectives, of which AO1, AO2 and AO4 are common. Assessment objectives 3ii and 5ii are framed in ways which indicate the greater demand of the second part of the specification while building on the knowledge, skills and understanding established in the AS.

 

Assessment Objectives		% Weighting
		AS	A2	A level
AO1	communicate clearly the knowledge, understanding and insight appropriate to the study of language, using appropriate terminology and accurate and coherent written expression	10 - 20	10 - 20	10-20
AO2	demonstrate expertise and accuracy in writing for a variety of specific purposes and audiences, drawing on knowledge of linguistic features to explain and comment on choices made	10 - 20	10 - 20	10-20
AO3i	know and use key features of frameworks for the systematic study of spoken and written English	20 - 30	-	} } } }
AO3ii	apply and explore frameworks for the systematic study of language at different levels, commenting on the usefulness of the approaches taken	-	20 - 30	} 20-30 } } } }
AO4	understand, discuss and explore concepts and issues relating to language in use	20 - 30	20 - 30	20-30
AO5i	distinguish, describe and interpret variation in the meanings and forms of spoken and written language according to context	20 - 30	-	} } } }
AO5ii	analyse and evaluate variation in the meanings and forms of spoken and written language from different times according to context	-	20 - 30	} 20-30 } }

6. Scheme of Assessment

Internal Assessment

6.1 All A level specifications in English Language may have a maximum internal assessment weighting of 30%. A maximum of 10% of assessment may be used for oral work.

Synoptic Assessment

6.2 All specifications should include a minimum of 20% synoptic assessment. All synoptic assessment units should be taken at the end of the course and be externally assessed. Synoptic assessment will draw on all the A level assessment objectives.

6.3 Synoptic assessment in English Language will take account of the requirement that A level qualifications should enable candidates to develop a broader and deeper understanding of the connections between components of the specification as a whole, including the requirement to produce a range of writing. Synoptic assessment will involve the explicit synthesis of insights developed through the application of theoretical frameworks to the study of language, both spoken and written. It will require candidates to show evidence that their critical understanding of meaning and variation in language is informed by the appropriate use of linguistic analyses, and to demonstrate their skills of interpretation and expression in accurate, well-argued responses.

Examples of synoptic assessment might include:

• a task in which candidates produce a new text based on a set of pre-released materials which focuses on a topic or issue relevant to the study of language, eg responding to debates about standardisation based on linguistic evidence alongside non-specialist points of view, or preparing an informative article on the significance of changes in language use between one generation and another, using a variety of documentary source material;
• a task in which candidates are required to analyse and evaluate evidence for linguistic change in spoken and written language, eg using data from a multi-ethnic community characterised by shifts in population;
• a task in which candidates are required to analyse and compare critically the techniques of persuasion used in two publicity campaigns and, using evidence relating to the effectiveness of each, to draw up a proposal for a similar event indicating the range and style of language likely to have the most impact on the target audience.

Resources in examinations

6.4 Where a scheme of assessment includes access to open book or pre-release materials in examinations, a clear rationale must be given for their use. Awarding bodies must prescribe the nature of editorial material and accompanying commentaries that texts used in examinations can include.

6.5 In all AS and A level schemes of assessment, at least one AS and one A2 externally assessed assessment unit must be examined without texts being available to candidates during the examination.

Key Skills Assessment

6.6 The Key Skill of Communication must contribute to the assessment of English Language at AS and A level. AS and A level specifications must identify the relevant criteria for speaking, reading and writing from the Key Skills specification for Communication at the appropriate level(s).

7. Grade Descriptions

7.1 The following grade descriptions indicate the level of attainment characteristic of the given grade at A level. They give a general indication of the required learning outcomes at each specified grade. The descriptions should be interpreted in relation to the content outlined by the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the examination may be balanced by better performances in others.

7.2 Grade A

In response to the tasks set, candidates demonstrate a comprehensive theoretical knowledge of the way language works as a multi-layered system, through their analysis and evaluation of a range of material from the past to the present. They select and apply analytical frameworks appropriately and systematically in their own investigation and research, evaluating the usefulness of the approaches taken to the description of spoken and written English. Candidates explore perceptively and critically concepts and viewpoints relating to language in use, supporting coherent, well-argued discussion with relevant examples, using appropriate terminology. Their writing is fluent, well structured, accurate and precise, demonstrating awareness of a wide range of different audiences and purposes.

7.3 Grade C

In response to the tasks set, candidates demonstrate secure knowledge and understanding of linguistic ideas and concepts in their use of analytical frameworks to identify and discuss significant features of spoken and written language. They distinguish important elements of language variation in past and present usage, explaining these by reference to context and using examples to support their interpretations. They show awareness of different approaches to language study and different attitudes to language use, informed by their own investigative studies of speech or writing. Their writing in a range of tasks is accurate and clear, showing an ability to use technical language appropriately, and some adaptation to audience and purpose.

7.4 Grade E

In response to the tasks set, candidates demonstrate some knowledge and understanding of the way different linguistic frameworks may be used and applied in the study of language. They comment descriptively on some of the ways in which spoken or written English varies according to the context of use, without necessarily distinguishing the impact of different factors. Candidates show an appreciation of topical issues surrounding the use of English which may be informed by some investigation of samples of speech and writing. Their writing conveys basic ideas and is generally accurate if non-technical in expression, showing some awareness of the needs of different audiences and purposes.

 

* 'speech' and 'spoken language' may include transcripts