Pearson Edexcel A Level English Language and Literature { Specification}

Pearson Edexcel A Level English Language and Literature { Specification} Specification Pearson Edexcel Level 3 Advanced GCE in English Language and Literature (9EL0) First teaching from September 2015 First certification from 2017 Issue 4 About Pearson We are the world’s leading learning company operating in countries all around the world. We provide content, assessment and digital services to learners, educational institutions, employers, governments and other partners globally. We are committed to helping equip learners with the skills they need to enhance their employability prospects and to succeed in the changing world of work. We believe that wherever learning flourishes so do people. References to third party materials made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Materials may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd/Naki Kouyioumtzis ISBN 978 1 446 94479 0 All the material in this publication is copyright © Pearson Education Limited 2022 Summary of Pearson Edexcel Level 3 Advanced GCE in English Language and Literature specification Issue 4 changes Summary of changes made between previous issue and this current issue Page number We have added a new edition of Goblin Market, Christina Rossetti This edition has been added as centres have informed us that the originally prescribed edition is becoming difficult to source. Both editions can be used. 57–58 If you need further information on these changes or what they mean, contact us via our website at: From Pearson’s Expert Panel for World Class Qualifications “ The reform of the qualifications system in England is a profoundly important change to the education system. Teachers need to know that the new qualifications will assist them in helping their learners make progress in their lives. When these changes were first proposed we were approached by Pearson to join an ‘Expert Panel’ that would advise them on the development of the new qualifications. We were chosen, either because of our expertise in the UK education system, or because of our experience in reforming qualifications in other systems around the world as diverse as Singapore, Hong Kong, Australia and a number of countries across Europe. We have guided Pearson through what we judge to be a rigorous qualification development process that has included: ● extensive international comparability of subject content against the highest- performing jurisdictions in the world ● benchmarking assessments against UK and overseas providers to ensure that they are at the right level of demand ● establishing External Subject Advisory Groups, drawing on independent subject- specific expertise to challenge and validate our qualifications ● subjecting the final qualifications to scrutiny against the DfE content and Ofqual accreditation criteria in advance of submission. Importantly, we have worked to ensure that the content and learning is future oriented. The design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes have been at the heart of this development throughout. We understand that ultimately it is excellent teaching that is the key factor to a learner’s success in education. As a result of our work as a panel we are confident that we have supported the development of qualifications that are outstanding for their coherence, thoroughness and attention to detail and can be regarded as representing world-class best practice.” Sir Michael Barber (Chair) Chief Education Advisor, Pearson plc Professor Lee Sing Kong Director, National Institute of Education, Singapore Bahram Bekhradnia President, Higher Education Policy Institute Professor Jonathan Osborne Stanford University Dame Sally Coates Principal, Burlington Danes Academy Professor Dr Ursula Renold Federal Institute of Technology, Switzerland Professor Robin Coningham Pro-Vice Chancellor, University of Durham Professor Bob Schwartz Harvard Graduate School of Education Dr Peter Hill Former Chief Executive ACARA Introduction The Pearson Edexcel Level 3 Advanced GCE in English Language and Literature is designed for use in schools and colleges. It is part of a suite of GCE qualifications offered by Pearson. Purpose of the specification This specification sets out: ● the objectives of the qualification ● any other qualification(s) that a student must have completed before taking the qualification ● any prior knowledge and skills that the student is required to have before taking the qualification ● any other requirements that a student must have satisfied before they will be assessed or before the qualification will be awarded ● the knowledge and understanding that will be assessed as part of the qualification ● the method of assessment and any associated requirements relating to it ● the criteria against which a student’s level of attainment will be measured (such as assessment criteria). Rationale The Pearson Edexcel Level 3 Advanced GCE in English Language and Literature meets the following purposes, which fulfil those defined by the Office of Qualifications and Examinations Regulation (Ofqual) for GCE qualifications in their GCE Qualification Level Conditions and Requirements document, published in April 2014. The purposes of this qualification are to: ● define and assess achievement of the knowledge, skills and understanding that will be needed by students planning to progress to undergraduate study at a UK higher education establishment, particularly (although not only) in the same subject area, English, English Literature and English Language ● set out a robust and internationally comparable post-16 academic course of study to develop that knowledge, skills and understanding ● enable UK universities to accurately identify the level of attainment of students ● provide a basis for school and college accountability measures at age 18 ● provide a benchmark of academic ability for employers. Qualification aims and objectives The aims and objectives of the Pearson Edexcel Level 3 Advanced GCE in English Language and Literature are to enable students to: ● develop and apply their knowledge of literary analysis and evaluation ● develop and apply their understanding of the concepts and methods appropriate for the analysis and study of language ● use linguistic and literary approaches in their reading and interpretation of texts, showing how the two disciplines can relate to each other ● engage creatively and critically with a wide range of texts ● explore the ways in which texts relate to each other and the contexts in which they are produced and received ● develop their skills as producers and interpreters of language ● undertake independent and sustained studies to develop their skills as producers and interpreters of language. The context for the development of this qualification All our qualifications are designed to meet our World Class Qualification Principles[1] and our ambition to put the student at the heart of everything we do. We have developed and designed this qualification by: ● reviewing other curricula and qualifications to ensure that it is comparable with those taken in high-performing jurisdictions overseas ● consulting with key stakeholders on content and assessment, including learned bodies, subject associations, higher-education academics, teachers and employers to ensure this qualification is suitable for a UK context ● reviewing the legacy qualification and building on its positive attributes. This qualification has also been developed to meet criteria stipulated by Ofqual in their documents GCE Qualification Level Conditions and Requirements and GCE Subject Level Conditions and Requirements for English Language and Literature, published in April 2014. [1] Pearson’s World Class Qualification principles ensure that our qualifications are: ● demanding, through internationally benchmarked standards, encouraging deep learning and measuring higher-order skills ● rigorous, through setting and maintaining standards over time, developing reliable and valid assessment tasks and processes, and generating confidence in end users of the knowledge, skills and competencies of certified students ● inclusive, through conceptualising learning as continuous, recognising that students develop at different rates and have different learning needs, and focusing on progression ● empowering, through promoting the development of transferable skills, see Appendix 1. Contents Qualification at a glance 1 Prescribed texts at a glance 4 Assessment Objectives and weightings 7 Knowledge, skills and understanding 9 Component 1: Voices in Speech and Writing 9 Component 2: Varieties in Language and Literature 11 Non-examination assessment: Investigating and Creating Texts 14 Marking, standardisation and moderation 25 Security and backups 25 Malpractice 25 Further information 26 Assessment 27 Assessment summary 27 Assessment Objectives and weightings 30 Breakdown of Assessment Objectives 30