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The document provides an overview grid mapping question components to assessment objectives, alongside term-by-term instructional focus for narrative, description, language knowledge, non-fiction viewpoints, and analytical evaluation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/scheme-of-work-post-16-and-one-year-centres-gcse-english-language-8700/621330/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/scheme-of-work-post-16-and-one-year-centres-gcse-english-language-8700/621330.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How long is the teaching period assumed for the scheme of work?","Question",{"text":63,"@type":64},"The scheme assumes 6 to 7 weeks per half term, with a college year prior to the exam period, totalling approximately 30 weeks of teaching time.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are Paper 1 and Paper 2 organised across the half terms?",{"text":68,"@type":64},"Half terms 1 and 2 focus on Paper 1 skills, while half terms 3 and 4 focus on Paper 2, using non-fiction texts from contemporary and 19th-century writers and drawing on coverage from earlier assessment objectives.",{"name":70,"@type":61,"acceptedAnswer":71},"What assessment opportunities are suggested at the end of each half term?",{"text":72,"@type":64},"At the end of each half term, the scheme suggests a formal assessment task intended to mirror the content taught during the preceding weeks.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},621330,1792482421,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Scheme of work: Post-16 and one-year centres  \nIntroduction  \nThis scheme of work is a suggested approach for the teaching of our GCSE English Language (8700) in one year. In this context, it considers the needs of those learners who may be sitting the qualification for the first time but also those learners who may be revisiting or resitting the course in a post-16 context. The course is organised into half termly blocks which assumes a period of 6 to 7 weeks per half term and a college year prior to the exam period of approximately 30 weeks in total of teaching time.  \nThe scheme has a suggested structure where half terms 1 and 2 focus on building the required knowledge and skills for Paper 1, interweaving learning and practice in both Reading and Writing and showing the correlation between the two. Half-terms 3 and 4 focus on the knowledge and skills for Paper 2 using non-fiction texts from both contemporary and 19thcentury writers, drawing on the coverage of the assessment objectives from half-terms 1 and 2. An overview grid of the two papers is provided to help learners conceptualise those links in the required skills. At the end of each half-term, a formal assessment task is suggested to mirror the content taught in the previous weeks.  \nFollowing the suggested content coverage grids, you will find ideas and resources to bring your course to life for your learners including thematic teaching approaches. The texts and past papers suggested are examples, but centres can use their own topics/genres/texts to provide adaptability to the interests of their learners and to create a refreshed experience of the course to motivate and engage those learners who are resitting the course.  \nThe final section of the scheme provides a useful skills and knowledge mapping grid to show how each element of the suggested course content matches the assessment objectives and where this is assessed on the papers.  \nAn overview of the papers  \n\n| Paper\u003Cbr>1\u003Cbr>Explorations in Creative Reading and Writing\u003Cbr>80 marks\u003Cbr>1 hour and 45 minutes | Q1: Reading AO1\u003Cbr>4 multiple-choice questions\u003Cbr>4 marks | Q2: Reading AO2\u003Cbr>How does the writer use language...\u003Cbr>8 marks | Q3: Reading AO2\u003Cbr>How does the writer structure the text...\u003Cbr>8 marks | Q4: Reading AO4\u003Cbr>To what extent do you agree?\u003Cbr>20 marks | Q5: Writing\u003Cbr>AO5/AO6\u003Cbr>Descriptive or narrative writing\u003Cbr>24 marks\u003Cbr>16 marks |\n| --- | --- | --- | --- | --- | --- |\n| Paper 2\u003Cbr>Writers’ Viewpointsand Perspectives\u003Cbr>80 marks\u003Cbr>1 hour and 45 minutes | Q1: Reading AO1\u003Cbr>True/false statements\u003Cbr>4 marks | Q2: Reading AO1\u003Cbr>What can you infer about...\u003Cbr>8 marks | Q3: Reading AO2\u003Cbr>How does the writer use language...\u003Cbr>12 marks | Q4: Reading AO3\u003Cbr>Compare how the writers  \u003Cbr>16 marks | Q5: Writing AO5/AO6\u003Cbr>Point of view writing\u003Cbr>24 marks\u003Cbr>16 marks |\n\nAutumn term: suggested content  \n\n| Half-term 1 | Half-term 2 |\n| --- | --- |\n| Introducing: Explorations in Creative Reading and Writing\u003Cbr>• Introduction to course, the assessment objectives and the papers.\u003Cbr>• What do we mean by fiction?\u003Cbr>• Introduce basic comprehension skills using short extracts of contemporary fiction.\u003Cbr>• Read a selection of contemporary short story/stories.\u003Cbr>• Understand basic plot/character/setting via discussion and low stakes retrieval questions and multiple-choice c.f. Paper 1 Question 1.\u003Cbr>• Understand the structure of a short story using Freytag’s Pyramid.\u003Cbr>• Plan and write a structured narrative similar to Paper 1 Question 5.\u003Cbr>• Develop skills with sentences and punctuation.\u003Cbr>• Develop skills with sentence structures and variety.\u003Cbr>• Plan and write a narrative opening from a picture stimulus similar to Paper 1 Question 5. | Developing: Explorations in Creative Reading and Writing\u003Cbr>• Introduce knowledge about language.\u003Cbr>• Develop skills with language use and how to comment on effect using short extracts of descriptive writing.\u003Cbr>• Introduce Paper 1 Question 2 and apply language skill","cbCaifu8sInasEHc","https://ap.wps.com/l/cbCaifu8sInasEHc","pdf",346205,14,"English","# Introduction\n# An overview of the papers\n# Autumn term: suggested content\n## Half-term 1\n## Half-term 2\n# Spring term: suggested content\n## Half-term 3\n## Half-term 4","[{\"question\":\"How long is the teaching period assumed for the scheme of work?\",\"answer\":\"The scheme assumes 6 to 7 weeks per half term, with a college year prior to the exam period, totalling approximately 30 weeks of teaching time.\"},{\"question\":\"How are Paper 1 and Paper 2 organised across the half terms?\",\"answer\":\"Half terms 1 and 2 focus on Paper 1 skills, while half terms 3 and 4 focus on Paper 2, using non-fiction texts from contemporary and 19th-century writers and drawing on coverage from earlier assessment objectives.\"},{\"question\":\"What assessment opportunities are suggested at the end of each half term?\",\"answer\":\"At the end of each half term, the scheme suggests a formal assessment task intended to mirror the content taught during the preceding weeks.\"}]","Scheme of Work - Post-16 and one-year centres - GCSE English Language 8700 | PDF",1792465350,35]