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It outlines subject content for AS and A-level, literary genres, texts and genres, theory and independent study, and re-creative options within non-exam assessment. The document details aims, assessment objectives, weighting, and marking criteria, plus administration for non-exam assessment, moderation, entries, grades, results, retakes, prerequisites, inclusion, safeguarding, and working with AQA for the first 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approach does the AS and A-level English Literature B specification use for studying literature?","Question",{"text":112,"@type":113},"The specification approaches reading and study through the lens of genre and theory, encouraging independent study of a range of texts within a shared context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are AS and A-level structured for teaching and progression?",{"text":117,"@type":113},"The courses are designed to provide clear progression from GCSE, and AS and A-level can be taught together because they are fully co-teachable as standalone qualifications.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document cover about assessment and marking for non-exam assessment at A-level?",{"text":121,"@type":113},"It includes assessment aims and objectives, assessment weightings, non-exam assessment marking criteria, and detailed administration guidance such as supervision, authentication, avoiding malpractice, 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 \n)RU WHDFKLQJ IURP 6HSWHPEHU 􀀕􀀓􀀕5 RQZDUGV )RU $6 exams from 2026 (no change)  \nFor $􀀐OHYHO H[DPV from 􀀕􀀓􀀕 7 RQZDUGV (new texts added)  \n9HUVLRQ 􀀔􀀑􀀘.1 20 October 􀀕􀀓􀀕􀀘  \nContents  \n1 Introduction 5  \n1.1 Why choose AQA for AS and A-level English Literature B 5  \n1.2 Support and resources to help you teach 6  \n2 Specification at a glance 8  \n2.1 AS 8  \n2.2 A-level 9  \n3 Subject content – AS 13  \n3.1 Literary genres 14  \n4 Subject content – A-level 19  \n4.1 Literary genres 20  \n4.2 Texts and genres 23  \n4.3 Theory and independence 26  \n5 Scheme of assessment 33  \n5.1 Aims 33  \n5.2 Assessment objectives 33  \n5.3 Assessment weightings 35  \n5.4 Non-exam assessment marking criteria 36  \n6 Non-exam assessment administration (A-level only) 47  \n6.1 Supervising and authenticating 47  \n6.2 Avoiding malpractice 48  \n6.3 Teacher standardisation 48  \n6.4 Internal standardisation 48  \n6.5 Annotation 49  \n6.6 Submitting marks 49  \n6.7 Factors affecting individual students 49  \n6.8 Keeping students' work 50  \n6.9 Moderation 50  \n6.10 After moderation 50  \n7 General administration 51  \n7.1 Entries and codes 51  \n7.2 Overlaps with other qualifications 52  \n7.3 Awarding grades and reporting results 52  \n[Visit](Visit aqa.org.uk/7717 for the most up-to-date specification)[ ](Visit aqa.org.uk/7717 for the most up-to-date specification)[aqa.org.uk/7717](Visit aqa.org.uk/7717 for the most up-to-date specification)[ for the most up-to-date specification](Visit aqa.org.uk/7717 for the most up-to-date specification), resources, support and administration 3  \n7.4 Re-sits and shelf life 53  \n7.5 Previous learning and prerequisites 53  \n7.6 Access to assessment: diversity and inclusion 53  \n7.7 Safeguarding 54  \n7.8 Working with AQA for the first time 54  \n7.9 Private candidates 54  \nAre you using the latest version of this specification?  \n• You will always find the most up-to-date version of this specification on our website at  \n[aqa.org.uk/7717](aqa.org.uk/7717)  \n• We will write to you if there are significant changes to the specification.  \n[4](4 Visit aqa.org.uk/7717 for the most up-to-date specification)[ Visit](4 Visit aqa.org.uk/7717 for the most up-to-date specification)[ ](4 Visit aqa.org.uk/7717 for the most up-to-date specification)[aqa.org.uk/7717](4 Visit aqa.org.uk/7717 for the most up-to-date specification)[ for the most up-to-date specification](4 Visit aqa.org.uk/7717 for the most up-to-date specification), resources, support and administration  \n1 Introduction  \n1.1 Why choose AQA for AS and A-level English Literature B  \nSpecifications designed for you and your students  \nWe have worked closely with teachers and universities to develop relevant, engaging and up-todate specifications that approach the reading and study of literature through the lens of genre and theory, encouraging the independent study of a range of texts within a shared context, giving logic and meaning to the way that texts are grouped for study.  \nThis unifying approach facilitates the inclusion of a range of wider reading, thus extending students’ experience and appreciation of literature.  \nOffering clear progression from GCSE, these courses allow students to build on the skills and knowledge already gained and prepare for their next steps.  \nThe variety of assessment styles used, such as passage-based questions, unseen material, single text questions, multiple text questions, open-and closed-book approaches, allows students to develop a wide range of skills, such as the ability to read critically, analyse, evaluate and undertake independent research which are valuable for both further study and future employment.  \nChoice and flexibility  \nWith a choice of genres for each paper and authors for study you can choose the texts that will be most appealing and of most interest to your students. This is backed by our reassurance that set texts will remain the same for the lifetime of the spe","cbCaijMEefxAlvp6","https://ap.wps.com/l/cbCaijMEefxAlvp6","pdf",1787498,56,"English","# Introduction\n## Why choose AQA for AS and A-level English Literature B\n## Support and resources to help you teach\n# Specification at a glance\n## AS\n## A-level\n# Subject content – AS\n## Literary genres\n# Subject content – A-level\n## Literary genres\n## Texts and genres\n## Theory and independence\n# Scheme of assessment\n## Aims\n## Assessment objectives\n## Assessment weightings\n## Non-exam assessment marking criteria\n# Non-exam assessment administration (A-level only)\n## Supervising and authenticating\n## Avoiding malpractice\n## Teacher standardisation\n## Internal standardisation\n## Annotation\n## Submitting marks\n## Factors affecting individual students\n## Keeping students' work\n## Moderation\n## After moderation\n# General administration\n## Entries and codes\n## Overlaps with other qualifications\n## Awarding grades and reporting results\n## Re-sits and shelf life\n## Previous learning and prerequisites\n## Access to assessment: diversity and inclusion\n## Safeguarding\n## Working with AQA for the first time\n## Private candidates","[{\"question\":\"What approach does the AS and A-level English Literature B specification use for studying literature?\",\"answer\":\"The specification approaches reading and study through the lens of genre and theory, encouraging independent study of a range of texts within a shared context.\"},{\"question\":\"How are AS and A-level structured for teaching and progression?\",\"answer\":\"The courses are designed to provide clear progression from GCSE, and AS and A-level can be taught together because they are fully co-teachable as standalone qualifications.\"},{\"question\":\"What does the document cover about assessment and marking for non-exam assessment at A-level?\",\"answer\":\"It includes assessment aims and objectives, assessment weightings, non-exam assessment marking criteria, and detailed administration guidance such as supervision, authentication, avoiding malpractice, standardisation, annotation, submitting marks, moderation, and post-moderation steps.\"}]","AS and A-level English Literature B - OHYHO - 6SHFLILFDWLRQ | PDF",1792467276,141]