English: GCSE, IGCSE, IB & A-Level

Students completing the two-year GCSE course at Malvern must do AQA English Language.  

Aims and Course Content

The AQA English Language A course offers an exciting opportunity for students to engage with fiction and non-fiction texts from around the world and across time. The absence of coursework in this course means that students have more time to focus on developing a range of reading and writing skills that are essential for success in sixth form study, not just in English but in all subjects. Secondly, the exam for AQA uses unseen extracts, meaning that students are not being tested on their ability to learn content, but on their ability to read with understanding and to communicate that understanding with precision.  

English Language and English Literature are taught independently at Malvern College, ensuring that there is more than enough time for students to develop the knowledge and approaches needed to achieve success in their exams – a common approach among leading independent private schools.  

Alongside the AQA course, students will also be developing their mastery of English punctuation, grammar and expression using the online learning platform IXL. This programme uses analytics to devise bespoke support for students, allowing them to work steadily on targeted areas for improvement.   

Specification details  

English Language – AQA GCSE English Language (8700)  

Except for a small number of students requiring additional support with English Language, all students joining in the Remove (Year 10) will also do English Literature.  

Aims & Course Content

In the Cambridge International Education (CIE) course, students will engage in depth with works in a range of literary forms, including prose, poetry and drama. CIE is distinct from other boards in that its literature course offers a broad range of texts from across the English-speaking world, meaning that students get to enjoy and appreciate voices from India, Hong Kong and Zimbabwe alongside the likes of Shakespeare and Blake.   

We want all our students to be able to see themselves and others in the stories, plays and poems we study, and the CIE course offers the best opportunity to do this at GCSE level.  These literary experiences are a hallmark of an English private school education, focused on developing global perspective and empathy.  

Specification details  

English Literature – CIE – Literature in English 0992  

Standard/Higher Level 

Aims  

Pupils at Malvern College will study either:  

• English A Literature (Higher or Standard) or   

• English A Language and Literature (Higher or Standard)  

The English A Literature courses focus on the relationships between texts, readers and writers; on the range and functions of texts across geographical space and historical time, and on aspects of intertextuality. The study of literary, non-literary and visual texts provides a focus for understanding how meaning is constructed, and students are encouraged to think critically about texts in order to develop an understanding of how language sustains or challenges ways of thinking and being. The study additionally builds an awareness that all texts may be understood in relation to their form, content, purpose, audience and their associated contexts, such as social, historical and cultural circumstances. 

Course Content

In both courses and at both levels the programme is divided into three Areas of Exploration (AoE) as follows:  

• AoE 1 – Readers, Writers and Texts  

• AoE 2 – Time and Space  

• AoE 3 – Intertextuality: Connecting Texts 

English A Literature: At Standard Level the total number of literary works studied is 7; at Higher Level it is 10.   

English A Language and Literature: At Standard Level the total number of literary works studied is 4; at Higher Level it is 6.  

This programme focuses exclusively on literature.  Students explore the nature of literature, the aesthetic function of literary language and literary textuality, and the relationship between literature and the world. The course also cultivates a knowledge of the culture of the student’s own society and that of other societies.  

Assessment Details

Standard Level

Paper 1 

Guided Literary Analysis | 1 hour 15 minutes examination | 35% 

Consideration of one (of a choice of two) unseen text in response to a guiding question. 

Paper 2 

Comparative Essay | 1 hour 45 minutes examination | 35% 

Based on two of the works studied in the course. 

Individual Oral 

15 minutes total | 30% 

Prepared talk based on two self-selected extracts from two works studied, connected by a shared Global Issue. 10 minutes, followed by teacher led questions for 5 minutes. 

Higher Level

Paper 1

Guided Literary Analysis | 2 hours 15 minutes examination | 35% 

Consideration of two unseen texts in response to guiding questions. 

Paper 2 

Comparative Essay | 1 hour 45 minutes examination | 25% 

Based on two of the works studied in the course. 

Individual Oral 

15 minutes total | 20% 

Prepared talk based on two self-selected extracts from two works studied, connected by a shared Global Issue. 10 minutes, followed by teacher led questions for 5 minutes. 

This assessment is internally marked and externally moderated. 

Higher Level Essay (Coursework) 

• 20% 

• A literary essay (1200–1500 words) on one work studied in the course. 

• This assessment is externally marked. 

The Learner Portfolio (Higher and Standard): 

While not being a graded part of their internal or external assessment, all students must maintain a portfolio of their individual work throughout the course. 

In this course, students study a wide range of literary and non-literary texts in a variety of media, investigating the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Alongside their literary texts, they will study a range of non-literary text-types as well as a number of non-literary bodies of work from a specific content creator (for example, the street art of Banksy or the photographs of Don McCullin). A key aim of the Language and Literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. The course aims to develop in students the skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. It should be stressed that this is not a film or media studies course and that an understanding of language and literature lies at the heart of what is covered.  

Assessment Details

Standard Level  

Paper 1 – 35% 

• Guided Textual analysis  

• 1 hour 15 minutes examination  

• The paper consists of two unseen non-literary texts. Students write an analysis of one of these texts.  

Paper 2 – 35% 

• Comparative Essay  

• 1 hour 45 minutes examination  

• In response to one of four questions students write an essay based on two of the literary texts studied.  

Individual oral - 30% 

• 15 minutes total  

• Prepared talk based on two self-selected extracts from one non-literary Body of Work and one literary work studied, connected by a shared Global Issue. 10 minutes, followed by teacher led questions for 5 minutes.  

• This assessment is internally marked and externally moderated.  

Higher Level

Paper 1 - 35% 

• Textual analysis  

• 2 hours 15 minutes examination  

• Students write an analysis of each of the two unseen non-literary texts.  

Paper 2  – 25% 

• Comparative Essay  

• 1 hour 45 minutes examination  

• In response to one of four questions students write an essay based on two of the literary texts studied.  

Higher level Essay  – 20% 

• Students submit an essay on one non-literary text or a collection of non-literary texts by one author, or a literary text or work studied during the course. 1200-1500 words.  

Individual oral  – 20% 

• 15 minutes total  

• Prepared talk based on two self-selected extracts from one non-literary Body of Work and one literary work studied, connected by a shared Global Issue. 10 minutes, followed by teacher led questions for 5 minutes.  

• This assessment is internally marked and externally moderated.  

The Learner Portfolio (Higher and Standard):  

While not being a graded part of their internal or external assessment, all students must maintain a portfolio of their individual work throughout the course.  

Aims  

This course puts central texts at the heart of what you study, as well as providing the chance to read much more recent literature. It also presents the opportunity for close literary analysis and comparison that remains so central to an understanding of texts.  

English Literature remains one of the ‘gold standard’ A Levels and is widely respected by universities regardless of your eventual course of study. The syllabus offers opportunities for close reading and analysis as well as the consideration of texts in context. It provides some wonderful opportunities for exploring related texts and getting to grips with the mechanics of literary analysis before we start on the main set texts.  

Throughout the course, you are encouraged to develop your interest in and enjoyment of literature and literary studies as you:  

• read widely and independently  

• engage critically and creatively with a substantial body of texts and ways of responding to them  

• develop and effectively apply your knowledge of literary analysis and evaluation in writing  

• explore the contexts of the texts you are reading and others’ interpretations of them  

Course Content 

• The focus on Shakespeare is retained, as is the study of poets and dramatists who have remained at the core of university study over the past century.  

• Option to study more thematically linked texts in topic areas like the Gothic, Dystopia, American Literature, Women in Literature and The Immigrant Experience.  

Component 1  

Component 1 includes Shakespeare and Drama and Poetry from before 1900. The Shakespeare play is chosen from the following: Hamlet, Othello, King Lear, Richard III, The Tempest or The Taming of the Shrew. The poets include Chaucer, Milton, Coleridge, Tennyson and Christina Rossetti. The dramatists are Marlowe (Edward II), Webster (The Duchess of Malfi), Goldsmith (She Stoops to Conquer), Ibsen (A Doll’s House) and Wilde (An Ideal Husband). In each case one text is chosen for detailed study. The Shakespeare question will require the close analysis of an extract from the play followed by an essay question. The drama and the poetry texts will be tested by an essay question with a thematic or literary focus requiring candidates to compare the two texts in question.   

Component 2  

Component 2 requires close reading in a chosen topic area. The possible topic areas are American Literature 1880–1940, The Gothic, Dystopia, Women in Literature and The  

Immigrant Experience. This is a comparative and contextual paper requiring the study of two texts from a prescribed list. The examination will include a close reading question on an unseen prose extract and a comparative essay on two whole texts.   

Component 3  

Component 3 is coursework based on literature from after 1900 with the study of at least one text written after 2000. Task 1 requires candidates to choose either a close reading or a re-creative writing task with a commentary amounting to 1000 words. Task 2 will be a 2000 word essay that explores contrasts and comparisons between two texts, informed by different interpretations and an understanding of contexts.  

Assessment Details   

Component 1 (40%): Drama and Poetry pre-1900 (2 hours and 30 minutes, closed text)  

Component 2 (40%): Comparative and Contextual Study (2 hours and 30 minutes, closed text)   

Component 3 (20%):  is coursework based on literature from after 1900.   

Further Information  

The OCR A Level in English Literature qualification will build on the knowledge, understanding and skills established at GCSE, introducing learners to the discipline of advanced literary studies, and requires reading of all the major literary genres of poetry, prose and drama.  

The EAL curriculum in the FY focuses not only on the production of grammatically correct English but also on writing styles and techniques needed in other academic subjects. We use course books and authentic material to develop vocabulary and include cultural topics in which the diversity of background within the small group can be exploited and enjoyed. Regular discussion and encouraging critical thinking to explore new challenging ideas through debate and exploration are an important aspect of EAL lessons in order to develop all language skills. It is vital for all pupils to feel confident in their use of English in order for them to perform to the best of their ability in all subjects. There is an EAL support clinic per week on top of timetabled EAL lessons for those pupils who require extra help.

Following a thorough assessment of students’ English Language skills, EAL lessons are made available on the timetable for those who require additional support with English. The work in the Remove and Hundred focuses not only on the production of grammatically correct English, but also the specific writing styles and techniques needed in other academic subjects. The Remove follow an academic topic based reading and writing skills course with additional vocabulary, speaking and listening development. This course in the Remove lays the foundation for the IELTS course in the Hundred with pupils entering for the final IELTS exams in the Lower Sixth.  

For the Hundred pupils, IELTS training not only prepares them for the official IELTS exam, but also supports the development of their academic language and understanding across the four key skills: reading, writing, listening, and speaking. These skills are essential for success in Sixth Form studies and beyond. The course is designed to be both rigorous and enriching. It challenges pupils to think critically, enhances their use of higher-level vocabulary, and strengthens their academic reading, writing, listening, and speaking abilities. 

The Academic IELTS test (International English Language Testing System) is a recognised English proficiency test used by many universities in the UK, the US, and parts of Europe to meet English language entry requirements. After ILETS training through the year, Hundred Pupils complete the IELTS Test early in the Lower Sixth (Year 12) the following year, as an IELTS certificate is only valid for two years and must be valid when pupils commence their chosen higher education course. It is important to note that IELTS training is beneficial to a student’s broader education, regardless of whether they choose an English speaking university or not.  Further information can be found here: What is IELTS? Essential Facts and Overview  

In addition to EAL lessons, There is an EAL support clinic per week on top of timetabled EAL lessons for those Remove and Hundred pupils who require extra help. 

Many of the Pre-sixth pupils are required to attend EAL lessons at the College based on our September Benchmark English test. Students follow a course designed to prepare them for the Academic IELTS (International English Language Testing System) – a recognised English proficiency test used by many universities in the UK, the US, and parts of Europe to meet English language entry requirements. The IELTS certificate is only valid for two years and must be valid when pupils commence their chosen higher education course. Pre-sixth pupils can take the test early in the Sixth Form academic year. It is important to note that IELTS training is beneficial to a student’s broader education, regardless of whether they choose an English speaking university or not.  Further information can be found here: What is IELTS? Essential Facts and Overview IELTS training not only prepares students for the official IELTS exam, but also supports the development of their academic language and understanding across the four key skills: reading, writing, listening, and speaking. These skills are essential for success in Sixth Form studies and beyond. The course is designed to be both rigorous and enriching. It challenges pupils to think critically, enhances their use of higher-level vocabulary, and strengthens their academic reading, writing, listening, and speaking abilities. 

All international pupils are carefully assessed when they arrive at Malvern to establish their English language level. The outcome of this assessment determines if a student is placed in EAL lessons in the timetable. The course content centres around the International English Language Testing System (“IELTS”). The IELTS certificate is accepted by the vast majority of universities in the UK, the US, and parts of Europe as proof of an applicant’s English language ability. Pupils complete the IELTS examination at the start of the Summer term. The purpose of these lessons is to help students achieve the necessary score for their University  admission process whilst improving their grammatical accuracy and broadening the development of academic English. All four skills are developed through a variety of topics which also support students with their sixth form subjects. It is important to note that IELTS training is beneficial to a student’s broader education, regardless of whether they choose an English speaking university or not. More information about the IELTS test can be found here: What is IELTS? Essential Facts and Overview  

There is an IELTS support clinic per week on top of timetabled lessons for those pre-sixth pupils who require extra help.