International Advanced Level

Subject: English Literature

In recent years, higher education institutions and employers have consistently highlighted the need for students to develop a range of transferable skills to enable them to respond with confidence to the
demands of undergraduate study and the world of work. The Organisation for Economic Co-operation and Development (OECD) defines skills, or competencies, as ‘the bundle of knowledge, attributes and
capacities that can be learned and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning’.

To support the design of our qualifications, the Pearson Research Team selected and evaluated seven global 21st-century skills frameworks. Following on from this process, the team identified the National
Research Council’s (NRC) framework as the most evidence-based and robust skills framework, and have used this as a basis for our adapted skills framework.

The framework includes cognitive, intrapersonal skills and interpersonal skills. These skills have been interpreted to ensure they are appropriate for this subject. All of the skills listed are evident or accessible
in the teaching, learning and/or assessment of the qualification.

Identifying and highlighting these skills in International Advanced Level qualifications ensures that it is not only the academic and cognitive skills that are developed, but those broader elements that
universities highlight as being essential for success. Skills such as self-directed study, independent research, self-awareness of own strengths and weaknesses and time-management are skills that students
cannot learn from a textbook but have to be developed through the teaching and learning experience that can be provided through an international curriculum.

In the tables below, we have taken the NRC framework skills and provided definitions of how each skill can be interpreted for this subject. This will enable teachers and learners to understand examples of
how they can develop each skill through an International Advanced Level qualification.

NRC framework skill Skill interpretation in this subject Where the skill is covered in Where the skill is explicitly Opportunity for the skill to be developed
content assessed in examination through teaching and learning approach

Cognitive skills

Cognitive Processes and

Critical thinking Moving beyond a surface reading; examining The AOs require this, but it is especially Some questions start with an Debating, whenever the opportunity arises,
the writer's craft; discovering how meanings addressed in AO2, and texts have been offered point of view, e.g. in and giving students the confidence to express
are created through language, form and selected to be usefully productive when WET02. All questions involve ideas and weigh them against others. Close
structure; awareness that a single closely analysed. Recognition of the phrase “how does reading of a range of texts, not always,
interpretation may not be enough and that different interpretations covered in (writer)…” to avoid candidates necessarily, ones being studied for exams, but
personal judgments should we weighed AO5, and awareness of context in AO3. simply writing about what looking at a range of passages "unseen" to
against the opinions of others, possibly over Unseen passage in WET03 requires happens in a text, or what the appreciate what writers are doing and how
different periods in time; recognising that students to apply critical skills without actual characters themselves they do it.
characters are constructs not real people and falling back on what has previously do.
therefore being aware how everything is been taught about a studied text.
being manipulated by the writer.

Problem solving Comprehension of often challenging texts, The "unseen" element in WET03 where Section A, WET03 (Poetry & Class discussion in which students explore a
especially where figurative language is meaning needs to be unraveled; AO2 Prose) Write a commentary on range of possible interpretations to discover
deployed in a way that makes interpretation specifically refers to the discovery of an unseen poem. meaning.
of literal meaning alone an inadequate how language, form and structure
response. create meanings.
Analysis Using quotation in order to scrutinise AO2 (how meanings are shaped) is In WET04 (Shakespeare and Setting tasks that require students to back up
individual words; explore how a writer has assessed throughout the specification. pre-1900 poetry) questions ask points by finding relevant quotation; spending
achieved effects through grammar and how a theme “is presented” time examining a writer’s choice of words.
syntax. and the mark schemes make it
clear that close reference to
the text is required.
Reasoning/argumentation Being able to debate a topic and not just AO5 requires students to consider An assertion is often offered to Exposing students to a range of critical
repeat answers that have been learnt. “other interpretations”. students, who are then called opinions through books and the internet;
on to respond to it “in the light enabling them to make reasoned judgements
of this statement”, for example on the basis of their wider critical reading;
in WET01 (Post-2000 Poetry & perhaps providing them with a collection of
Prose). critical essays put together by the teacher.

Interpretation Decoding what is written to discover explicit AO5 is concerned with “different The word “explore” is used Looking at adaptations of texts for film to see
or implicit meanings; in drama realising how interpretations”; AO3 with throughout WET02 when how they can be interpreted; writing essays
writing can be interpreted on the stage; interpretation resulting from contextual considering drama – “explore which demonstrate a clear understanding of a
awareness of media interpretations of texts. awareness; AO2 interpretation through Beckett’s presentation of hope text using student’s own original thinking as
language form and structure. and hopelessness in ‘Waiting proof of comprehension.
for Godot’ ” for example.

Decision making Arriving at an individual response having All the AOs involve an element of WET01 offers the suggestion Essay writing and discussion to arrive at
considered alternative judgements and decision making as students have to that ‘Brooklyn’ would “have decisions about texts (even if the decisions are
making this clear in speaking and writing; decide how to use their texts to been better told through the that there is not a single straightforward
making an informed judgement about a address them; WET01 & WET04 give first person narrative of Eilis”: answer); looking at a range of possible essay
text’s purpose and value; selecting relevant students a poem from a collection and students must decide the questions on a text and deciding which
material and argument when writing an require them to choose another of their extent to which they agree or approaches are most suitable for which
essay. own choice to make a suitable disagree with this. questions.
comparison.

Adaptive learning Responding to unfamiliar texts and adjusting AO3 (context); AO5 (interpretations). In WET03 (Poetry & Prose) “Before” and “after” discussion: students’
any preconceived ideas in the light of them; novels are grouped by theme perception of an issue before and after
ability to be flexible and appreciate (e.g. “women and society”) studying a text that deals with it.
differences in perception across time, where students need to
different cultures and beliefs. consider the interpretation of
that theme in two linked texts.

Executive function The successful carrying through of a planned The specification requires students to Each paper requires essays to Practice at writing plans; breaking down
activity, whether essay writing or completion complete essays in response to set be written. arguments into stages before putting them
of a whole topic such as studying a novel or questions; these will reflect the together as complete essays.
play and being able to discuss it afterwards. preparation, thinking and practice that
has taken place previously.

Creativity

Creativity Having an element of originality and fresh The specification is designed to WET03 (Poetry & Prose) links Presenting students with challenging and
thinking in responding to texts, as opposed encourage freshness and originality in writers from different eras, original interpretations in the form of
to repeating what has been taught. the questions set: this is reflected in (e.g. Charles Dickens and Alice assertions about literature to which they can
mark schemes which reward this Walker) requiring students to respond in a fresh and creative way.
approach.; the “Qualification aims and make original connections.
objectives” section of the specification
aims to make students “engage
critically and creatively with texts.”
Students.

Innovation Developing creativity further to introduce a A05 requires students to take into WET04 offers a point of view Constantly challenge students’ ideas by
fresh concept. account the views of others and and asks students to respond developing the technique above to ask what
formulate an independent position of to the text “in the light of this new ideas they can bring to the subject.
their own in the light of this. comment.”
NRC framework skill Skill interpretation in this subject Where the skill is covered in Where the skill is explicitly Opportunity for the skill to be developed
content assessed in examination through teaching and learning approach

Intrapersonal skills

Intellectual openness

Adaptability Ability to listen to the views of others when AO5 requires students to respond to WET03 offers an unseen poem; Discussion and debate; considering wide range
discussing a set text; ability to respond to the interpretations of others and WET01 & WET04 require of different texts outside of the prescribed list
the unfamiliar when presented with an consider their own views in the light of reconsideration of a familiar to prepare for unseen poem and to broaden
unseen text. this. poem in the light of a given perspectives.
statement.

Personal and social Heightened sense of moral values stemming Selection of set texts and unseen Writers such as Emily Bronte Linking the discussion of literature in class to
responsibility from a study of literature; recognition of material which is appropriate for (WET03) addressing social and happenings in the outside world.
relevance to the present day and to oneself. making students think seriously and moral concerns in Victorian
responsibility about themselves and England; questions designed
society. to make this relevant by
introducing a modern text by
Toni Morrison as a comparison.

Continuous learning Planning and reflecting on one’s own learning Structure of the specification enables WET03 & WET04 bring Peer review; teachers and students setting
in and out of the classroom; setting goals students to sit the units on a modular together the skills in a synoptic targets; looking back at work done earlier in the
and meeting them in a continually basis if required; the stated aims of the way through addressing all the course and seeing how ideas have developed or
developing fashion; learning for life, in the specification are “to define and assess Assessment Objectives. changed.
expectation that reading will continue beyond achievement … that will be needed by
A level. students planning to progress to
undergraduate study…”

Intellectual interest and Independent study, including students’ own Wide range of texts - as stated in the Texts such as ‘The White Tiger’ Providing students with material related to their
curiosity research. specification “up to date, relevant and (WET01) present a challenging texts which will stimulate them and make them
engaging to an international audience view of the world, often think further.
using a combination of classic and controversially, with questions
international texts.” being set to match this.

Work
ethic/conscientiousness

Initiative Going beyond what is required, to follow The specification invites exploration Questions invite a personal Allowing students to give presentations, based
through an idea or interest. and imposes no limits; all five AOs lead response which requires the on their own findings - for example about a
to the skill of evaluation in the top band student to have had the particular personal, idiosyncratic reading of a
and originality is rewarded. initiative to think through a text; or report on a piece of original research.
reaction to the text: WET02
asks about ‘Waiting for Godot’
- “we find ourselves laughing
as we watch the play” (despite
the awfulness in it).
Self-direction Showing ability to plan an essay without Alternative questions offered for every The rubric in the papers - “You Setting research tasks, followed up by students
having it scaffolded by the teacher. text; AO1 looks for work that must consider contextual giving presentations; encouraging wider
“evaluates” – i.e. students have come factors” - requires students to treading by introducing texts not on the set
to their own conclusions. move away from reciting their book list but which illuminate the ones being
historical knowledge to studied (perhaps by the same author, or
demonstrate the ways their belonging in the same period).
appreciation is enhanced by
discoveries they have made.

Responsibility Taking responsibility for any errors or AO1 involves accurate writing and “Check your answers if you Give students the sense that the responsibility
omissions in work and creating a plan to expression that has been checked by have time at the end” is the for doing well in this subject is theirs, so, in
improve; recognising that much of the work the student; the collection of set texts injunction on the front page of addition to handouts and worksheets,
in this subject - such as reading and which the student is going to be every paper. encourage them to produce their own learning
rereading the set texts in the first place - is responsible for reading. materials which are perhaps shared with the
the student’s own responsibility. rest of the class. Avoiding dictating notes where
other options are more productive and put
responsibility back on the learner.

Perseverance Actively seeking new ways to continue to The substantial nature of the The injunction “explore” on all The skill of redrafting should be practised:
improve own learning despite setbacks, with specification, with its range of set texts the papers means that students should not accept that work cannot be
willingness to re-draft, undertake further across different times and cultures and students are now reflecting on improved. Saving early drafts of work and
reading or keep at a task until completed. the in-depth study required: students the course through which they comparing them with an improved version can
will need to have persevered through a have persevered. also be helpful.
rigorous course of study to be
successful.

Productivity Continuous production of work to the Requirement of a substantial amount of Two substantial writing tasks Practice at sustained writing, beyond notes and
students’ best standard throughout the written work through the eight hours of are set on each paper. bullet points: writing under exam conditions;
course. exams. also giving students opportunities to write at
greater length than might be required in a
timed exam in order to develop ideas.

Self-regulation Being self-critical; developing the ability and The Assessment Objectives are stated WET01 for example assesses Students share observations about their own
(metacognition, confidence to comment on one’s own work clearly in the specification and students all the AOs, except AO5, with work and sample essays, learning how to
forethought, reflection) and assess it in terms of strengths and are able to check that they are meeting AO3 missing from Part A. recognise strengths in tackling questions
weaknesses. them, and giving them the due Students need to adjust their relevantly and responding to AOs; ensuring that
weightings required. responses to match these the distribution of AO weightings across the
requirements. papers is properly understood; being able to
make sound judgements about their own work.

Ethics Responding to the moral and ethical aspects Choice of set texts reflects moral and In WET04 there are the Divine Teaching students to recognise a writer’s
of texts; interpreting these in the light of ethical values across time. poems in the Metaphysical purpose, whether to convert, inspire or
context; sensitivity to the value of these Poetry section and the direct question; debating the ethical issues that arise
aspects to oneself as a modern reader; addressing of moral and ethical from texts such as “The White Tiger” in WET01.
recognising didactic literature but also texts issues in Shakespeare’s
in which the ethical implications are more “Measure for Measure”.
subtle.

Integrity Taking ownership of one’s own work and The specification is clear on candidate All questions seek to elicit a Guidance on the correct use of internet sources;
willingly responding to questions and malpractice, which “undermines the genuine original answer from showing students how to make ideas their own;
challenges; employing working methods integrity of the qualifications or the candidates in the way they are avoiding going to internet sources first before
which are honest and appropriate; avoiding validity of results/certificates.” phrased; they do not require making one’s own attempts at a question.
any kind of deception about how work was reiteration of the work of
produced. others.
Positive Core Self
Evaluation

Self-monitoring/self- Developing the self-motivated habit of All the AOs call for a degree of In WET 04 an opinion is given Giving students good clear feedback on their
evaluation/self- planning, completing and reviewing one’s reflection – AO1 in the shaping of ideas about a Shakespeare play written work so that they can move on to the
reinforcement own work as a matter of habit, critically and in an essay, for example, and AO5 in which may well challenge ideas next step of being able to judge their work for
constructively. reflecting on one’s own judgement, that the student has held themselves and be self-critical.
weighing it against the opinions of previously. The injunction part
others. of the question requires the
student to respond to the play
in the fresh light of this
assertion.

NRC framework skill Skill interpretation in this subject Where the skill is covered in Where the skill is explicitly Opportunity for the skill to be
content assessed in examination developed through teaching and
learning approach

Interpersonal skills

Teamwork and
collaboration

Communication Expressing ideas, arguments and responses AO1: “articulate informed, personal and Every question in every unit Formative assessment, giving feedback on
to texts through discussion and in writing, in creative responses to literary texts…” assesses this skill. The cover of written work throughout the course; hot
such a way to make meaning clear to others; each question paper reminds seating a character from a text, debating
employing an appropriate range of students to “read each question issues arising from texts, acting scenes
vocabulary and literary terms; doing so with carefully” and “check your answers from plays.
accuracy and fluency. if you have time at the end.”

Collaboration Sharing work with others in a research task AO5 is concerned with different Giving a point of view for the The sharing of ideas throughout the
or discussion on a literary theme; putting interpretations: students can write student to respond to - for example course; students can see others’ work in
ideas together. about ideas that have been shared over Section A of WET04 - where a progress and comment; class and teacher
the duration of the course. student’s individual response can work together on how best to tackle a
have been enriched through question.
sharing ideas.

Teamwork Working with others on researching a theme; AO5 as with Collaboration (above). Responding to an assertion, as with Where the class size allows it, work can be
putting together and rehearsing a Collaboration (above). done in groups and a team can put
presentation. together a scene from a play, to illustrate
various ways of interpreting a text.

Co-operation Sharing resources and ideas with other The selection of a challenging range of The “unseen” poem in WET04 gives Group work; team teaching; continual
students; students co-operating with set texts, written across different students the opportunity to arrive sharing of resources.
teachers to achieve best results; where periods of time, ensures that students at interpretations based on their
appropriate teachers working with each other have been prepared in co-operation experience of looking at poetry in
and students learning to accept their with others rather than working in co-operation with others, sharing
differing points of view. isolation. ideas, etc.
Interpersonal skills Using verbal and non-verbal communication AO1 is about the ability to transfer WET02 asks students to explore an Classes run on a discussion basis
skills in a discussion; being receptive to, and ideas and arguments that have idea about A Streetcar Named throughout the course.
tolerant of others. previously formed part of a discussion Desire that can only have been
onto paper; AO5 specifically requires properly developed through
students to entertain more than a previous discussion with other
single notion. people and, ideally, with both
males and females: “we shouldn’t
be shocked by Stanley’s attitude
and his violent behaviour….”

Empathy/perspective Advocating the position of another in an oral AO5 is assessed across the WET02 starts a question on A Taking sides and arguing a case in
taking presentation during a discussion of a literary specification: “explore literary texts Streetcar Named Desire with an discussion, even if it is an argument the
subject; seeing something from a character’s informed by different interpretations.” assertion which requires students student does not personally support; re-
point of view in a text; recognising how a to look from a character’s interpreting a text with a changed
writer has attempted to manipulate the perspective: “Blanche’s tragedy is viewpoint (seeing the events in a play, for
reader into responding in a certain way to a that she doesn’t belong anywhere example, through a particular character’s
fictional character. and has no useful role to fulfil.” eyes.).

Negotiation Debating a topic, attempting to reach shared AO5 (as above); AO1 in looking at the WET03, section B, links texts which Discussion with a particular focus on
conclusions with others, compromising where construction of an essay, especially its explore a given theme in different intellectual humility and an awareness
appropriate using negotiation skills. conclusion, to see how different ideas ways; essay questions are set that no single voice should have
might be reconciled. which require students to show autonomy.
they have debated and reached
conclusions.

Leadership

Leadership Steering others by taking a leading part in a Questions are set which, whilst AO1 looks for robust argument, Balancing the different demands of AO1
discussion or group task; having confidence. requiring students to be open minded presented in a confident way. and AO5: ensuring that, whilst being
and receptive to different prepared to listen to others and
interpretations, also require a confident appreciate others’ points of view, students
voice, acquired through the experience have the confidence to take the lead when
of promoting an opinion. required in discussion or group work.

Responsibility Taking responsibility for one’s own learning; Knowledge of set books and knowing WET01 has texts which reflect Giving students the chance to progress
behaving responsibly towards others and not about context are tested; the results different cultures and religions; without excessive teacher interference in
giving offence, especially when sensitive will reflect the degree to which written responses reveal the order to reinforce the fact that they are
topics are raised by texts. responsibility for learning and responsible way in which topics responsible for their own learning;
practising has been in evidence. have been discussed. ensuring that students behave responsibly
towards each other and in the case of
meeting deadlines.

Assertive communication Developing an appropriate vocabulary and The “Qualification aims and Objectives” Injunctions in the questions require Giving students the chance to give short,
persuasive style to direct others and statement in the specification requires confident responses: “Explore” in to the point, rigorously argued talks to the
emphasise key points in an argument. In students to “engage critically and WET01, 02, 04 and “compare” in rest of the group, arguing for a particular
writing, putting forward a clear, well argued creatively”, and “develop and WET01, 03. interpretation of a text.
case. effectively apply knowledge”.

Self-presentation Presenting a topic to a class; giving a AO1 is about expressing oneself in an The tasks and the accompanying Giving students the confidence to realise
personal view of a text along the lines of appropriate way. mark schemes indicate that a that their own point of view arises from
what it means to the speaker, personally. “critical and evaluative” (the their own uniqueness; what they bring to
description of level 4 in WET04) a text is valuable, and their reading of it,
approach is well rewarded. if well supported and thought through, will
be listened to.