English language

GCSE subject content and assessment

objectives
Contents
Introduction 3

Subject content 4

Assessment objectives 6

2
Introduction
GCSE subject criteria set out the knowledge, understanding, skills and assessment
objectives common to all GCSE specifications in a given subject. They provide the
framework within which awarding organisations create the detail of their specifications, so
ensuring progression from key stage 3 national curriculum requirements and the
possibilities for progression to A level.

Subject aims and learning outcomes

This document sets out the learning outcomes and content coverage required for GCSE
specifications in English language. In subjects such as English language, where topics
are taught in progressively greater depth over the course of key stage 3 and key stage 4,
GCSE outcomes may reflect or build upon subject content which is typically taught at key
stage 3. There is no expectation that teaching of such content should be repeated during
the GCSE course where it has already been covered at an earlier stage.

GCSE specifications in English language should ensure students can read fluently and
write effectively. They should be able to demonstrate a confident control of Standard
English and they should be able to write grammatically correct sentences, deploy
figurative language and analyse texts.

GCSE specifications in English language should enable students to:

 read a wide range of texts, fluently and with good understanding

 read critically, and use knowledge gained from wide reading to inform and improve
their own writing
 write effectively and coherently using Standard English appropriately
 use grammar correctly, punctuate and spell accurately
 acquire and apply a wide vocabulary, alongside a knowledge and understanding of
grammatical terminology 1, and linguistic conventions for reading, writing and
spoken language.

In addition, GCSE specifications in English language must enable students to:

 listen to and understand spoken language, and use spoken Standard English
effectively.
Spoken language will be reported on as part of the qualification, but it will not form part of
the final mark and grade.

1
See also the glossary of grammatical terms that supports the national curriculum programmes of study for
English.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244218/English_Appendix_2_-
_Vocabulary_grammar_and_punctuation.pdf

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Subject content
This document sets out the full range of content for GCSE specifications in English
language. Awarding organisations may, however, use any flexibility to increase depth,
breadth or context within the specified topics or to consolidate teaching of the subject
content.

All texts in the examination will be ‘unseen’, that is, students will not have studied the
examination texts during the course. These unseen texts will be drawn from each of the
three centuries referred to below.

GCSE English language is designed on the basis that students should read and be
assessed on high-quality, challenging texts from the 19th, 20th and 21st centuries. Each
text studied must represent a substantial piece of writing, making significant demands on
students in terms of content, structure and the quality of language. The texts, across a
range of genres and types, should support students in developing their own writing by
providing effective models. The texts must include literature and extended literary non-
fiction, and other writing such as essays, reviews and journalism (both printed and
online). Texts that are essentially transient, such as instant news feeds, must not be
included. The number and types of texts, and their length, are not prescribed.

Scope of study
GCSE specifications in English language should require students to study the following
content:

Critical reading and comprehension

 critical reading and comprehension: identifying and interpreting themes, ideas and
information in a range of literature and other high-quality writing; reading in
different ways for different purposes, and comparing and evaluating the
usefulness, relevance and presentation of content for these purposes; drawing
inferences and justifying these with evidence; supporting a point of view by
referring to evidence within the text; identifying bias and misuse of evidence,
including distinguishing between statements that are supported by evidence and
those that are not; reflecting critically and evaluatively on text, using the context of
the text and drawing on knowledge and skills gained from wider reading;
recognising the possibility of different responses to a text
 summary and synthesis: identifying the main theme or themes; summarising ideas
and information from a single text; synthesising from more than one text
 evaluation of a writer’s choice of vocabulary, form, grammatical and structural
features: explaining and illustrating how vocabulary and grammar contribute to
effectiveness and impact, using linguistic and literary terminology accurately to do
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 so and paying attention to detail; analysing and evaluating how form and structure
contribute to the effectiveness and impact of a text
 comparing texts: comparing two or more texts critically with respect to the above.

Writing

 producing clear and coherent text: writing effectively for different purposes and
audiences: to describe, narrate, explain, instruct, give and respond to information,
and argue; selecting vocabulary, grammar, form, and structural and organisational
features judiciously to reflect audience, purpose and context; using language
imaginatively and creatively; using information provided by others to write in
different forms; maintaining a consistent point of view; maintaining coherence and
consistency across a text
 writing for impact: selecting, organising and emphasising facts, ideas and key
points; citing evidence and quotation effectively and pertinently to support views;
creating emotional impact; using language creatively, imaginatively and
persuasively, including rhetorical devices (such as rhetorical questions, antithesis,
parenthesis).

Spoken language

 presenting information and ideas: selecting and organising information and ideas
effectively and persuasively for prepared spoken presentations; planning
effectively for different purposes and audiences; making presentations and
speeches
 responding to spoken language: listening to and responding appropriately to any
questions and feedback
 spoken Standard English: expressing ideas using Standard English whenever and
wherever appropriate.

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Assessment objectives

READING (50%)
Read and understand a range of texts to:

AO1  Identify and interpret explicit and implicit information and ideas
 Select and synthesise evidence from different texts

AO2 Explain, comment on and analyse how writers use language and structure to
achieve effects and influence readers, using relevant subject terminology to
support their views

AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed,
across two or more texts

AO4 Evaluate texts critically and support this with appropriate textual references

WRITING (50%)

AO5  Communicate clearly, effectively and imaginatively, selecting and

adapting tone, style and register for different forms, purposes and
audiences
 Organise information and ideas, using structural and grammatical
features to support coherence and cohesion of texts

AO6 Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation. (This
requirement must constitute 20% of the marks for each specification as a
whole.)

SPOKEN LANGUAGE (Unweighted)

AO7 Demonstrate presentation skills in a formal setting

AO8 Listen and respond appropriately to spoken language, including to questions

and feedback to presentations

AO9 Use spoken Standard English effectively in speeches and presentations.

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Reference: DFE-00232-2013