{"id":5153,"date":"2017-03-01T14:00:14","date_gmt":"2017-03-01T14:00:14","guid":{"rendered":"https:\/\/www.mytutor.co.uk\/blog\/?p=5153"},"modified":"2022-05-30T13:37:14","modified_gmt":"2022-05-30T13:37:14","slug":"tutor-resource-library-english-language","status":"publish","type":"post","link":"https:\/\/www.mytutor.co.uk\/blog\/tutors\/tutor-resource-library-english-language\/","title":{"rendered":"Tutor Resources: How to teach English Language GCSE"},"content":{"rendered":"<style>a{color:#2787FF}p span{font-family:'Source Sans Pro';font-size:16px;font-style:normal;font-weight:400}.collapsemenu__link span{color:#2787FF;cursor:pointer}.collapsemenu__link .arrow{font-size:26px;margin-right:5px}blockquote{line-height:1.5;text-align:center;color:#1fb6ff;margin:40px 0}blockquote:before{color:#1fb6ff}blockquote p{font-size:22px;line-height:1.5}<\/style>\n<p><a href=\"https:\/\/www.mytutor.co.uk\/view-tutors\/English-Language\/GCSE\/\">Teaching English Language GCSE<\/a> allows you to discuss real issues with your students. By reading and analysing a range of texts, both fiction and non-fiction, you can encourage your tutees to be critical of the ways writers are attempting to position them. These methods can then be used in their own writing so that they become confident and creative communicators.<\/p>\n<p>This is an exciting prospect \u2013 you are empowering young people to develop their ideas about the world \u2013 but it can also be daunting due to the broad nature of the subject. This issue is compounded by the fact that the new GCSE for <a href=\"https:\/\/www.mytutor.co.uk\/view-tutors\/English-Language\/\">English Language is going to be examined<\/a> for the first time this summer, so there are fewer resources available to help you with your tutorials. However, once you have done some research, you should use this as an opportunity to deliver tutorials based on the interests of both you and your students.<\/p>\n<p><!--more--><\/p>\n<h2><span class=\"TextRun SCX19236765\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX19236765\">Preparin<\/span><\/span><span class=\"TextRun SCX19236765\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX19236765\">g for your first tutorial<\/span><\/span><\/h2>\n<p>The first step to prepare for your tutorial is to identify which exam board your student is sitting; this will help you prepare your students appropriately for their exam. Below, you will find a summary of the key changes to English Language GCSE, together with a breakdown of the syllabus alterations for the three main exam boards.<\/p>\n<p>Next, read the specification published by their exam board and look through the specimen papers to get a more detailed picture of what your student will be asked to do. The specimen papers also come with mark schemes and \u2018indicative content\u2019 which summarise the kind of ideas students should include in their answers.\u00a0 Looking through these will help you outline the kind of answers the exam boards are looking for to score top marks. All of these resources can be found on the exam boards\u2019 websites, and are linked to below.<\/p>\n<p>You can use these documents to produce your own \u2018model\u2019 answers which you can show to students to indicate how to structure their ideas to achieve the best possible marks. This will also allow you to step into your students\u2019 shoes and highlight the kind of problems they might face, which you can then help them to avoid.<\/p>\n<p>When you have a good understanding of the exams your students will be sitting, you are ready to start planning your tutorials.<strong>\u00a0<\/strong>Students will be assessed on their ability to analyse and create texts: both exams they will sit for English Language GCSE contain reading and writing tasks, mostly based on the same theme. I like to focus on a different theme each tutorial using relevant reading and writing tasks.<\/p>\n<blockquote><p>Students will be assessed on their ability to analyse and create texts: both exams they will sit for English Language GCSE contain reading and writing tasks, mostly based on the same theme.<\/p><\/blockquote>\n<p>Plan for your tutorials by compiling a list of key themes, such as the environment, holidays, conditions in prisons, education, sexism etc. Next, select one or two texts based on these issues and find interesting extracts that could be explored which are suitable for the kind of questions on your students\u2019 exam papers.\u00a0 Consider the areas of the text you would want your students to analyse and think about how a discussion might pave the way for this before writing some relevant exam-style questions. Finally, produce a writing task linked to these extracts for students to complete in the tutorial or for homework, as necessary.<\/p>\n<h2><span class=\"TextRun SCX142635902\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX142635902\">Resources\u00a0<\/span><\/span><\/h2>\n<p>As you will see in the \u2018Overview of key changes to English Language GCSE\u2019, English Language exams now contain more challenging texts than they have done previously: texts are from the 19<span data-fontsize=\"11\">th<\/span>-21<span data-fontsize=\"11\">st<\/span> centuries and from a wider range of genres. Therefore, selecting extracts to use for tutorials has become slightly more difficult.<\/p>\n<p>In the first instance, use what you have around you, particularly for texts from the 21st century. Use articles both in print and online from high-quality, broadsheet newspapers (tabloids, while fascinating from a language perspective, will not have the required level of challenging vocabulary).\u00a0 You can also find appropriate fiction extracts from novels you have read.<\/p>\n<blockquote><p>use what you have around you, particularly for texts from the 21st century. Use articles both in print and online from high-quality, broadsheet newspapers<\/p><\/blockquote>\n<p>Searching for extracts from the 19<span data-fontsize=\"11\">th<\/span> and 20<span data-fontsize=\"11\">th<\/span> centuries is a bit trickier. If you\u2019re an English student or have studied English at A-level, use extracts from texts you yourself have studied. Museums and libraries have a range of useful material available online: the British Library have a section on <a href=\"http:\/\/www.bl.uk\/learning\/langlit\/texts\/context.html\">\u2018Texts in Context\u2019<\/a> which provides a list of key themes with links to items from their collection.\u00a0 The transcripts of these items could be used in tutorials.\u00a0 It might also be useful to borrow from the library or buy an anthology containing extracts from the 19<span data-fontsize=\"11\">th<\/span>-21<span data-fontsize=\"11\">st<\/span> centuries.\u00a0 Particularly useful volumes are <i>19th Century Fiction and Non-fiction <\/i>and <i>20<\/i><i><span data-fontsize=\"11\">th<\/span><\/i><i> and 21<\/i><i><span data-fontsize=\"11\">st<\/span><\/i><i> Century Fiction and Non-fiction<\/i>, both edited by Christopher Edge.<\/p>\n<h2><span class=\"TextRun SCX52240942\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX52240942\">FAQs<\/span><\/span><\/h2>\n<h3><span class=\"TextRun SCX76698840\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX76698840\">What should<\/span><\/span><span class=\"TextRun SCX76698840\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX76698840\"> I do if my student doesn\u2019t understand the vocabulary in an extract?<\/span><\/span><\/h3>\n<p><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">Don\u2019t tell them <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">the <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">answer <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">straight away, as this<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> won\u2019t prepare them for the reality of the exam.\u00a0 <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">Encourage<\/span><\/span> <span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">your student<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> to guess the word\u2019s meaning based on <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">its<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> context<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> or <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">derivation<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> before giving them the answer<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">. <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">M<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">ake sure<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> your student remembers<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> its meaning <\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">by<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> test<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\">ing<\/span><\/span><span class=\"TextRun SCX35657245\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX35657245\"> them on it in the next tutorial.<\/span><\/span><\/p>\n<h3><span class=\"TextRun SCX153167392\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153167392\">What <\/span><\/span><span class=\"TextRun SCX153167392\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153167392\">should I do<\/span><\/span><span class=\"TextRun SCX153167392\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153167392\"> if <\/span><\/span><span class=\"TextRun SCX153167392\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153167392\">my student doesn\u2019t<\/span><\/span><span class=\"TextRun SCX153167392\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153167392\"> understand the <\/span><\/span><span class=\"TextRun SCX153167392\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153167392\">meaning of a<\/span><\/span><span class=\"TextRun SCX153167392\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153167392\"> passage?<\/span><\/span><\/h3>\n<p><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\">Discuss w<\/span><\/span><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\">h<\/span><\/span><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\">ich<\/span><\/span><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\"> overall issue <\/span><\/span><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\">the passage relates to.<\/span><\/span><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\"> Then, h<\/span><\/span><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\">elp them break it down paragraph by paragraph. What is the key word\/phrase of each paragraph? Could it be summarised in a sentence?\u00a0 Or emblemised in an image? <\/span><\/span><span class=\"TextRun SCX96097372\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX96097372\">Make sure to provide lots of positive reinforcement, as this is a difficult task!<\/span><\/span><\/p>\n<h3><span class=\"TextRun SCX151031800\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX151031800\">How do I help my students analyse the language and structure of a passage?<\/span><\/span><\/h3>\n<p><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">Start by helping<\/span><\/span> <span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">your student to<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\"> identify the overall <\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">theme <\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">of the passage. <\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">Next<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">, ask them <\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">how<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\"> the writer has created this impression: wh<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">at<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\"> words have they selected? What types of sentences have they used? What viewpoint are they writing from?\u00a0 How have they structured their ideas?\u00a0 Make sure they explain their ideas fully<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">, <\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">us<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\">ing<\/span><\/span><span class=\"TextRun SCX153407900\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX153407900\"> the word \u2018because\u2019.<\/span><\/span><\/p>\n<h3><span class=\"TextRun SCX120733071\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX120733071\">My student has no ideas when I ask them to write something. How can I help?<\/span><\/span><\/h3>\n<p>First, reassure them. They are being asked to do an incredibly difficult task: how often are <i>you <\/i>asked in daily life to suddenly produce a carefully crafted piece on global warming? If they are producing a piece of creative writing, you could help them get into the routine of planning a character, a setting, and a plot (with a beginning, middle and end). Alternatively, if they\u2019re finding it really hard to come up with any ideas at all, help them create one or two characters in full detail that they will then \u2018manipulate\u2019 into a plot, depending on the task they are given. This can be good fun: how will Kim and Sam fare in a fire? A robbery? Their first day at school?<\/p>\n<p>If they\u2019re having difficulties with the more \u2018transactional\u2019 task (writing to argue or persuade, for example), then help them identify their own viewpoints on a range of issues. Then, get them used to a routine of planning: once they have their overall viewpoint, how can they break that down into 3 smaller ideas, to form their different paragraphs?<\/p>\n<h3><span class=\"TextRun SCX25375009\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX25375009\">My student has great ideas, but their<\/span><\/span><span class=\"TextRun SCX25375009\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX25375009\"> spelling and grammar is poor. <\/span><\/span><span class=\"TextRun SCX25375009\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX25375009\">How can I help them?<\/span><\/span><\/h3>\n<p><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\">Try to<\/span><\/span><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\"> identify <\/span><\/span><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\">any <\/span><\/span><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\">trends in t<\/span><\/span><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\">he mistakes your student is m<\/span><\/span><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\">aking: are they particularly struggling with commas, for example? Then, devote some of your lesson to explaining how to use this element of grammar correctly. Keep an eye on their use of this and see if it improves. <\/span><\/span><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\">Monitor your student\u2019s progress<\/span><\/span><span class=\"TextRun SCX135037265\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX135037265\"> carefully \u2013 it will pay off in the end!<\/span><\/span><\/p>\n<h3><span class=\"TextRun SCX64601172\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX64601172\">What<\/span><\/span><span class=\"TextRun SCX64601172\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX64601172\"> should<\/span><\/span><span class=\"TextRun SCX64601172\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX64601172\"> I do if my student is panicking about the exam?<\/span><\/span><\/h3>\n<p><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">Start by reassuring<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> them<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">. This is a difficult exam, but everybody in the country is in the same boat<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">, so<\/span><\/span> <span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">your student is<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> not alone!<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> You should also encourage them t<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">o <\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">continue to read widely<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> and <\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">develop<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> their own ideas about issues.<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> S<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">uggest your own favourite books<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> as reading material<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> and<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> discuss current affairs as an opening to <\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">your<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\"> tutorial<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">s<\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">. This will help them <\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">to <\/span><\/span><span class=\"TextRun SCX197629917\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX197629917\">become the critical and confident communicators you are aiming to help them be.<\/span><\/span><\/p>\n<h2><span class=\"TextRun SCX265304976\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX265304976\">Overview of key changes to <\/span><\/span><span class=\"TextRun SCX265304976\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX265304976\">English Language GCSE<\/span><\/span><\/h2>\n<p>In 2015, a series of changes to GCSEs were announced. Firstly, some subject specifications were altered.\u00a0 English Language exam specifications have been updated and students will be tested on the new syllabus for the first time this summer (June 2017).\u00a0 While the skills that students need to demonstrate in their English Language exams remain the same, the material they are asked to analyse has become more challenging.\u00a0 Begin by checking out the description of the new syllabus for your students\u2019 exam boards below, and then read the precise specifications for yourself (links below).<\/p>\n<p>Secondly, the way in which exams are graded has changed.\u00a0 Starting from June 2017, English and <a href=\"https:\/\/www.mytutor.co.uk\/view-tutors\/Maths\/GCSE\/\">Maths GCSEs<\/a> will no longer be graded using the letters A* &#8211; G but will be assessed using the new 9-1 system (where 9 is the highest).\u00a0 They don\u2019t translate exactly (so A* does <i>not <\/i>equal a 9), but a low C (the old \u2018good\u2019 pass mark) will be now be a 4 and a high C is equivalent to a 5.<\/p>\n<p><a href=\"https:\/\/www.mytutor.co.uk\/blog\/parents\/parents-guide-gcse-reforms\/\">Find out more about the changes to GCSEs<\/a>.<\/p>\n<h3 id=\"link1--button\" class=\"collapsemenu__link\"><span class=\"TextRun Underlined SCX166328164\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX166328164\"><span class=\"arrow\">\u203a<\/span> AQA <\/span><\/span><\/h3>\n<div id=\"link1--content\" style=\"display: none;\">\n<p>There is no longer any coursework for English Language GCSE, and exams cannot be sat as modules.\u00a0 Additionally, there is no more \u2018tiering\u2019, where students are entered for different versions of the same GCSE based on ability.\u00a0 This means that students\u2019 grades will be determined entirely by the exams that students sit at the end of year 11, making them even more crucial for students.The unseen texts that students are required to analyse will be taken from the 19<span data-fontsize=\"11\">th<\/span>-21<span data-fontsize=\"11\">st<\/span> centuries and are considered \u201chigh quality\u201d and \u201cchallenging\u201d texts from a range of genres, both fiction and non-fiction, according to the DfE\u2019s guidelines.\u00a0 Previously, exam boards have included multimedia texts for analysis, such as adverts and the front pages of newspapers, but this will no longer be the case.<\/p>\n<p>For writing, students are still asked to produce texts for different purposes and audiences, but their accuracy is more important than it has been in the past, counting for 20% of their overall grade.<\/p>\n<p>Spoken language will be assessed by the teacher and reported on, but it will not contribute to students\u2019 overall grades.<\/p>\n<p>Assessment objectives for reading focus on students\u2019 ability to analyse and evaluate a writer\u2019s intentions in detail, showing their understanding that the text has been consciously crafted.\u00a0 Assessment objectives for writing test students\u2019 ability to use these methods in their own written work.<\/p>\n<p>AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts. (Overall weighting 10%).<\/p>\n<p>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. (Overall weighting 17.5%).<\/p>\n<p>AO3: Compare writers\u2019 ideas and perspectives, as well as how these are conveyed, across two or more texts. (Overall weighting 10%).<\/p>\n<p>AO4: Evaluate texts critically and support this with appropriate textual references. (Overall weighting 12.5%).<\/p>\n<p>AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.\u00a0 Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. (Overall weighting 30%).<\/p>\n<p>AO6: Use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate spelling and punctuation. (Overall weighting 20%).<\/p>\n<p><span class=\"TextRun SCX152763665\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX152763665\">You can find the AQA specification <\/span><\/span><a class=\"Hyperlink SCX152763665\" href=\"http:\/\/filestore.aqa.org.uk\/resources\/english\/specifications\/AQA-8700-SP-2015.PDF\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"TextRun Underlined SCX152763665\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX152763665\">here<\/span><\/span><\/a><span class=\"TextRun SCX152763665\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX152763665\">, and specimen papers and mark schemes <\/span><\/span><a class=\"Hyperlink SCX152763665\" href=\"http:\/\/www.aqa.org.uk\/subjects\/english\/gcse\/english-language-8700\/assessment-resources\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"TextRun Underlined SCX152763665\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX152763665\">here<\/span><\/span><\/a><span class=\"TextRun SCX152763665\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX152763665\">.\u00a0<\/span><\/span><\/p>\n<\/div>\n<h3 id=\"link2--button\" class=\"collapsemenu__link\"><span class=\"TextRun Underlined SCX6553766\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX6553766\"><span class=\"arrow\">\u203a<\/span> OCR<\/span><\/span><\/h3>\n<div id=\"link2--content\" style=\"display: none;\">\n<p>There is no longer any coursework for English Language GCSE, and exams cannot be sat as modules.\u00a0 Additionally, there is no more \u2018tiering\u2019, where students are entered for different versions of the same GCSE based on ability.\u00a0 This means that students\u2019 grades will be determined entirely by the exams that students sit at the end of year 11, making them even more crucial for students.The unseen texts that students are required to analyse will be taken from the 19<span data-fontsize=\"11\">th<\/span>-21<span data-fontsize=\"11\">st<\/span> centuries and are considered \u201chigh quality\u201d and \u201cchallenging\u201d texts from a range of genres, both fiction and non-fiction, according to the DfE\u2019s guidelines.\u00a0 Previously, exam boards have included multimedia texts for analysis, such as adverts and the front pages of newspapers, but this will no longer be the case.<\/p>\n<p>For writing, students are still asked to produce texts for different purposes and audiences, but their accuracy is more important than it has been in the past, counting for 20% of their overall grade.<\/p>\n<p>Spoken language will be assessed by the teacher and reported on, but it will not contribute to students\u2019 overall grades.<\/p>\n<p>Assessment objectives for reading focus on students\u2019 ability to analyse and evaluate a writer\u2019s intentions in detail, showing their understanding that the text has been consciously crafted.\u00a0 Assessment objectives for writing test students\u2019 ability to use these methods in their own written work.<\/p>\n<p>AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts. (Overall weighting 8.75%).<\/p>\n<p>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. (Overall weighting 18.75%).<\/p>\n<p>AO3: Compare writers\u2019 ideas and perspectives, as well as how these are conveyed, across two or more texts. (Overall weighting 7.5%).<\/p>\n<p>AO4: Evaluate texts critically and support this with appropriate textual references. (Overall weighting 15%).<\/p>\n<p>AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.\u00a0 Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. (Overall weighting 30%).<\/p>\n<p>AO6: Use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate spelling and punctuation. (Overall weighting 20%).<\/p>\n<p><span class=\"TextRun SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\">You can find the <\/span><\/span><span class=\"TextRun SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\">OCR specification <\/span><\/span><a class=\"Hyperlink SCX111560112\" href=\"http:\/\/www.ocr.org.uk\/Images\/168996-specification-accredited-gcse-english-language-j351.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"TextRun Underlined SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\">here<\/span><\/span><\/a><span class=\"TextRun SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\">, and the specimen papers and mark schemes <\/span><\/span><a class=\"Hyperlink SCX111560112\" href=\"http:\/\/www.ocr.org.uk\/Images\/169262-unit-j351-01-communicating-information-and-ideas-sample-assessment-material.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"TextRun Underlined SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\">here<\/span><\/span><\/a><span class=\"TextRun SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\"> and <\/span><\/span><a class=\"Hyperlink SCX111560112\" href=\"http:\/\/www.ocr.org.uk\/Images\/169264-unit-j351-02-exploring-effects-and-impact-sample-assessment-material.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"TextRun Underlined SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\">here<\/span><\/span><\/a><span class=\"TextRun SCX111560112\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX111560112\">.<\/span><\/span><\/p>\n<\/div>\n<h3 id=\"link3--button\" class=\"collapsemenu__link\"><span class=\"TextRun Underlined SCX18881556\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX18881556\"><span class=\"arrow\">\u203a<\/span> Edexcel<\/span><\/span><\/h3>\n<div id=\"link3--content\" style=\"display: none;\">\n<p>There is no longer any coursework for English Language GCSE, and exams cannot be sat as modules.\u00a0 Additionally, there is no more \u2018tiering\u2019, where students are entered for different versions of the same GCSE based on ability.\u00a0 This means that students\u2019 grades will be determined entirely by the exams that students sit at the end of year 11, making them even more crucial for students.<\/p>\n<p>The unseen texts that students are required to analyse will be taken from the 19<span data-fontsize=\"11\">th<\/span>-21<span data-fontsize=\"11\">st<\/span> centuries and are considered \u201chigh quality\u201d and \u201cchallenging\u201d texts from a range of genres, both fiction and non-fiction, according to the DfE\u2019s guidelines.\u00a0 Previously, exam boards have included multimedia texts for analysis, such as adverts and the front pages of newspapers, but this will no longer be the case.<\/p>\n<p>For writing, students are still asked to produce texts for different purposes and audiences, but their accuracy is more important than it has been in the past, counting for 20% of their overall grade.<\/p>\n<p>Spoken language will be assessed by the teacher and reported on, but it will not contribute to students\u2019 overall grades.<\/p>\n<p>Assessment objectives for reading focus on students\u2019 ability to analyse and evaluate a writer\u2019s intentions in detail, showing their understanding that the text has been consciously crafted.\u00a0 Assessment objectives for writing test students\u2019 ability to use these methods in their own written work.<\/p>\n<p>AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts. (Overall weighting 7.5%).<\/p>\n<p>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. (Overall weighting 15%).<\/p>\n<p>AO3: Compare writers\u2019 ideas and perspectives, as well as how these are conveyed, across two or more texts. (Overall weighting 8.75%).<\/p>\n<p>AO4: Evaluate texts critically and support this with appropriate textual references. (Overall weighting 18.75%).<\/p>\n<p>AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.\u00a0 Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. (Overall weighting 30%).<\/p>\n<p>AO6: Use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate spelling and punctuation. (Overall weighting 20%).<\/p>\n<p><span class=\"TextRun SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">You can find the <\/span><\/span><span class=\"TextRun SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">Edexcel specification<\/span><\/span> <a class=\"Hyperlink SCX179943421\" href=\"https:\/\/qualifications.pearson.com\/content\/dam\/pdf\/GCSE\/English%20Language\/2015\/specification-and-sample-assesment\/9781446932414_GCSE_2015_L12_EngLang_Issue-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"TextRun Underlined SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">here<\/span><\/span><\/a><span class=\"TextRun SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">, and <\/span><\/span><span class=\"TextRun SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">spe<\/span><\/span><span class=\"TextRun SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">cimen papers and mark schemes <\/span><\/span><a class=\"Hyperlink SCX179943421\" href=\"https:\/\/qualifications.pearson.com\/content\/dam\/pdf\/GCSE\/English%20Language\/2015\/specification-and-sample-assesment\/GCSE-English-Lang-SAMs.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"TextRun Underlined SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">here<\/span><\/span><\/a><span class=\"TextRun SCX179943421\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCX179943421\">.\u00a0<\/span><\/span><\/p>\n<\/div>\n<hr \/>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5347 size-full aligncenter lazyload\" data-src=\"https:\/\/www.mytutor.co.uk\/blog\/wp-content\/uploads\/2017\/04\/English-both-articles.png\" alt=\"\" width=\"144\" height=\"144\" data-srcset=\"https:\/\/www.mytutor.co.uk\/blog\/wp-content\/uploads\/2017\/04\/English-both-articles.png 144w, https:\/\/www.mytutor.co.uk\/blog\/wp-content\/uploads\/2017\/04\/English-both-articles-64x64.png 64w\" data-sizes=\"(max-width: 144px) 100vw, 144px\" src=\"data:image\/gif;base64,R0lGODlhAQABAAAAACH5BAEKAAEALAAAAAABAAEAAAICTAEAOw==\" style=\"--smush-placeholder-width: 144px; --smush-placeholder-aspect-ratio: 144\/144;\" \/><noscript><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5347 size-full aligncenter\" src=\"https:\/\/www.mytutor.co.uk\/blog\/wp-content\/uploads\/2017\/04\/English-both-articles.png\" alt=\"\" width=\"144\" height=\"144\" srcset=\"https:\/\/www.mytutor.co.uk\/blog\/wp-content\/uploads\/2017\/04\/English-both-articles.png 144w, https:\/\/www.mytutor.co.uk\/blog\/wp-content\/uploads\/2017\/04\/English-both-articles-64x64.png 64w\" sizes=\"(max-width: 144px) 100vw, 144px\" \/><\/noscript><\/p>\n<p style=\"text-align: center;\">Laura C.\u00a0studied English Language and English Literature, followed by a Masters in Medieval English Literature, at Oxford University. She obtained her PGCE in English at Bristol University, and is now an English teacher in Cambridgeshire.<\/p>\n<p style=\"text-align: left;\"><strong>Interested in <a href=\"https:\/\/www.mytutor.co.uk\/view-tutors\/English-Language\/GCSE\/\">tutoring English Language GCSE<\/a>?<a href=\"https:\/\/www.mytutor.co.uk\/tutors\/apply.html\"> Follow this link to sign up with MyTutor<\/a>\u00a0and start tutoring today.\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>By reading and analysing texts, both fiction and non-fiction, you can encourage your students to think critically. <\/p>\n","protected":false},"author":1,"featured_media":5493,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"quote","meta":{"content-type":"","footnotes":""},"categories":[790,796],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Tutor Resources: How to teach English language GCSE | MyTutor Blog<\/title>\n<meta name=\"description\" content=\"The new GCSE for English Language is going to be examined for the first time this summer. Here is a summary of the key changes to English Language GCSE.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.mytutor.co.uk\/blog\/tutors\/tutor-resource-library-english-language\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Tutor Resources: How to teach English language GCSE | MyTutor Blog\" \/>\n<meta property=\"og:description\" content=\"The new GCSE for English Language is going to be examined for the first time this summer. 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