[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208154-en":3,"doc-seo-208154-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208154,13056703019404,"Miles","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",4,"Exam","GCSE English Language - Getting Started Guide - Updated","Provides an overview of the 2015 GCSE (9-1) English Language specification, explaining key features, content changes, and implications for teaching and assessment. Covers course planning across a two-year linear approach, recommended resources and delivery models, and clear guidance on reading and writing components, including fiction, imaginative writing, non-fiction, and transactional writing. Details assessment objectives, weightings, and mark schemes, helping educators prepare students for Paper 1 and Paper 2 requirements.","GCSE (9-1)  \nEnglish Language  \nGETTING STARTED GUIDE  \nGCSE English Language  \nGetting Started: GCSE (9-1) English Language 2015  \nContents  \n1. Introduction 1  \nKey features of our GCSE English Language 1  \n2. What’s changed? 3  \n2.1 How has GCSE English Language changed? 3  \nChanges to GCSE English Language 3  \nChanges to GCSE English Language subject criteria 3  \nChanges to Assessment Objectives 3  \n2.2 Changes to the specification 5  \nSpecification overview 5  \nChanges to assessment 6  \n3. Planning 7  \n3.1 Planning and delivering a two-year linear course for GCSE English Language and GCSE English Literature 7  \n3.2 Suggested resources 7  \nUnseen texts anthology 7  \nLet’s Think in English 8  \nGrammar for Writing 8  \nOther online sources 9  \n3.3 Delivery models 10  \nOption 1: Complementary teaching across the two GCSEs 10  \nOption 2: Separate teaching of GCSEs 11  \nOption 3: One-year course planner for GCSE English Language (resit and/or post-16 option) 12  \n4. Content guidance 13  \nComponent 1: Fiction and Imaginative Writing 13  \nSection A: Reading 13  \nSection B: Imaginative Writing 13  \nComponent 2: Non-fiction and Transactional Writing 13  \nSection A: Reading 13  \nSection B: Transactional Writing 13  \n5. Assessment guidance 14  \n5.1 Assessment Objectives and weightings 14  \n5.2 Breakdown of Assessment Objectives 15  \n5.3 Assessment Objectives and mark schemes 16  \nAO1: Explicit and implicit understanding 16  \nAO1: Select and synthesise 17  \nAO2: Language, structure and form 18  \nAO3: Comparison 20  \nAO4: Evaluate 21  \nAO5: Composition and organisation 23  \nAO6: Range of vocabulary and sentence structure, accurate spelling  \nand punctuation 23  \nWriting mark scheme 24  \n1. Introduction  \nThis Getting Started guide provides an overview of the new GCSE specification, to help you understand the changes to content and assessment, and to help you understand what these mean for you and your students.  \nKey features of our GCSE English Language  \nThe specification and Sample Assessment Materials have been developed in consultation with the teaching community, higher education, learned societies and subject associations. Teachers from a range of schools and colleges – in focus groups, phone interviews, network groups and face-to-face interviews – have provided feedback at each stage and have helped us to shape the specification .  \nDrawing on feedback from all parts of the English education community, the 2015 GCSE English Language specification has been built on the following key features.  \n● 19th-century fiction as a standalone, unseen text. Students will be asked to respond to a number of questions on one 650-word extract taken from a 19thcentury novel. This approach allows you to prepare your students for this requirement by sourcing a variety of interesting fiction texts from the 1800sand by using our free GCSE English Language Unseen Preparation Anthology.  \n● Comparison of 20th-and 21st-century non-fiction texts. Comparing two real-world and relevant non-fiction and literary non-fiction texts allows students to learn the challenging skill of comparison by reading modern and accessible texts. This allows students to make deeper and more nuanced comparison, as well as being able to engage with relevant subjects which are linked to world issues and modern concerns . As with the 19th-century fiction, you will be able to prepare students for this requirement by accessing non-fiction texts from a variety of sources as well as using our free GCSE English Language Unseen Preparation Anthology.  \n● Focus on modern, transactional and relevant texts. Our Paper 2 is worth 60% of the overall GCSE and focuses on transactional reading and writing. This allows your students to gain valuable skills in by reading and comparing a wide variety of everyday, challenging texts, such as articles from high-quality newspapers and magazines, reviews of books, textbook entries, obituaries, speeches, letters, biographies and autobiographies. Studen","cbCaihlQXIZcAUit","https://ap.wps.com/l/cbCaihlQXIZcAUit","pdf",363678,1,29,"English","en",105,"# Introduction\n## Key features of our GCSE English Language\n# What’s changed?\n## How has GCSE English Language changed?\n## Changes to the specification\n## Changes to assessment\n# Planning\n## Planning and delivering a two-year linear course\n## Suggested resources\n## Delivery models\n# Content guidance\n## Component 1: Fiction and Imaginative Writing\n## Component 2: Non-fiction and Transactional Writing\n# Assessment guidance\n## Assessment Objectives and weightings\n## Breakdown of Assessment Objectives\n## AO1: Explicit and implicit understanding\n## AO2: Language, structure and form\n## AO3: Comparison\n## AO4: Evaluate\n## AO5: Composition and organisation\n## AO6: Range of vocabulary and sentence structure","[{\"question\":\"What are the key features of the 2015 GCSE English Language specification?\",\"answer\":\"It focuses on unseen 19th-century fiction for reading and imaginative responses, and compares 20th- and 21st-century non-fiction texts, alongside modern transactional reading and writing tasks.\"},{\"question\":\"How should teachers plan a two-year linear course for GCSE English Language?\",\"answer\":\"The guide outlines planning and delivery for a two-year linear course, supported by suggested resources and adaptable course planners and schemes of work.\"},{\"question\":\"What does Paper 2 assess in terms of transactional writing?\",\"answer\":\"Paper 2 is worth 60% and focuses on transactional reading and writing, requiring students to produce a transactional writing piece drawing on knowledge of text forms and audiences.\"}]","GCSE English Language - 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