Scheme of work - Two-year - Teaching our English Language (8700) course - A possible route through the GCSE

Oct 20, 2026

Uploaded by Putri

Scheme of work for a two-year GCSE English Language (8700) programme, outlining a logical course route from exam-paper overview to year-by-year teaching phases. Includes a detailed teaching plan with rationales, suggested timings, learning opportunities, and summative assessment ideas for each text, plus an overview grid dividing teaching, consolidation in Year 11, and revision support before the public exam period. Provides suggested resources, themed approaches, and skills mapping, while noting centres can adapt topics, genres, and texts.

LanguageEnglish

CategoryExam

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Overview of the papers

Suggested overview for the course structure

Teaching phase Year 10 Term 1 in depth

Teaching phase Year 10 Term 2 in depth

Teaching phase Year 10 Term 3 in depth

Teaching phase Year 11 Term 4 in depth

Consolidation phase Year 11 Term 5 in depth

Revision support

Bringing the course to life: suggested resources

Encouraging writing

Skills and knowledge mapping

The learning journey continues

Scheme of work: Two-year Introduction This scheme of work offers a possible route through teaching our English Language (8700) course. This scheme assumes the GCSE course is a two-year course in centres where GCSE English Language and GCSE English Literature may be taught as discrete subjects by two or more members of the English team or GCSE English Language is offered as a stand-alone qualification. It covers the specification in a logical order (but it is just one of many possible ways the course could be organised) and suggests possible teaching and learning activities for all aspects of the course. The learning opportunities outline potential activities but are by no means exhaustive and are there as a guide. The order is by no means prescriptive but offers a rationale for the suggested implementation and there are many alternative ways in which the content could be organised to suit your individual setting. The scheme begins with an infographic of the exam papers for the subject. You may like to use copies of this with learners to help them conceptualise and visualise the course as it unfolds and see where the key assessment objectives are tested. An overview grid shows how the course may be organised into a core Teaching phase, followed by a Consolidation phase in Year 11 to close any gaps and a final phase of Revision support when the number of weeks can vary before the public exam period. This overview is followed by a detailed suggested teaching plan, including a rationale for the implementation, timings, suggested activities and summative assessment ideas for each text. Following the suggested teaching plan, you will find a detailed section of 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. Suggested links and stepping stones to our A-level qualifications in English Language finalise the scheme. Contents You can use the title links to jump directly to the different sections of this scheme of work. | Section | Page | | --- | --- | | Overview of the papers | 3 | | Suggested overview for the course structure | 4 | | Teaching phase Year 10 Term 1 in depth | 6 | | Teaching phase Year 10 Term 2 in depth | 7 | | Teaching phase Year 10 Term 3 in depth | 8 | | Teaching phase Year 11 Term 4 in depth | 10 | | Consolidation phase Year 11 Term 5 in depth | 12 | | Revision support | 13 | | Bringing the course to life: suggested resources | 14 | | Encouraging writing | 18 | | Skills and knowledge mapping | 19 | | The learning journey continues | 22 | An overview of the papers: GCSE English Language | Paper 1
Explorations in Creative Reading and Writing
80 marks
1 hour and 45 minutes | Q1: Reading AO1
4 Multiple Choice questions
4 marks | Q2: Reading AO2
How does the writer use language...
8 marks | Q3: Reading AO2
How does the writer structure the text...
8 marks | Q4: Reading AO4
To what extent do you agree?
20 marks | Q5: Writing
AO5/AO6
Descriptive or narrative writing
24 marks
16 marks | | --- | --- | --- | --- | --- | --- | | Paper
2
Writers’Viewpoints and Perspectives
80 marks
1 hour and 45 minutes | Q1: Reading AO1
True/false statements
4 marks | Q2: Reading AO1
What can you infer about...
8 marks | Q3: Reading AO2
How does the writer use language...
12 marks | Q4: Reading AO3
Compare how the writers
16 marks | Q5: Writing AO5/AO6
Point of view writing
24 marks
16 marks | A suggested overview for the course structure | Year 10 | Term 1
Teaching weeks 1-12 | Term 2
Teaching weeks 13-24 | Term 3
Teaching weeks 25-36 | | --- | --- | --- | --- | | Teaching phase | | | | | Topic area | Introduction to the course Study of fiction texts Introduction to writers’ language and structural ch

FAQs

What structure does the scheme propose for the two-year GCSE English Language course?

It maps the programme into a teaching phase, a consolidation phase in Year 11, and a final revision-support phase before the public exam period.

How are the assessment papers and question areas organised in the course?

The scheme begins with an infographic overview of the papers and then aligns teaching to the paper sections and assessed reading and writing objectives.

Can centres adapt the suggested texts and topics used in the scheme?

Yes. The suggested texts and past papers are examples, and centres can use their own topics, genres, and texts to fit learners’ interests.

Oct 20, 2026

Uploaded by Putri