This NEW course examines in depth teaching strategies and methods, along with key examination technique advice taken from the 2018 feedback to ensure that your students obtain at least the key grades of 4 and 5 in OCR GCSE English Literature. Our expert presenter will explore the most challenging aspects of the English Literature specification and how it can be taught effectively in the classroom to Grade 4 and 5 candidates. Using practical examples of OCR work to demonstrate how to improve results and ensure that students achieve their potential, this course will help ensure that your mid-range students succeed in the 2019 examinations.


  • Expert feedback on the 2018 OCR examinations, to demonstrate where students succeed and struggle at Grades 4 and 5
  • Obtain teaching and learning ideas that meet the specification requirements whilst ensuring student progress and ongoing motivation
  • Develop resources and strategies for high quality teaching of the OCR GCSE English Literature specification to mid-range students
  • Gain greater understanding of the standards required for each of Grades 4 and 5 and how that impacts upon your teaching, with example answers and commentaries
  • Take away ideas and suggestions for teaching effectively a range of nineteenth century texts, modern texts, Shakespeare and anthology/unseen poetry from across the centuries to Grade 4 and 5 level students
COURSE DATE London Friday 29 March 2019
  • All teachers of OCR GCSE English Literature
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues



10.00 – 10.45am: OCR GCSE English Literature for students at Grade 4/5

  • Understanding the content, the grading structure and the skills being assessed in the GCSE and how that affects teaching students of this ability level
  • Feedback from summer 2018 OCR results: how to utilise this information to improve student performance in 2019
  • Discussing the range of texts that need to be taught and resources available to teachers to maintain progress for students at Grades 4 and 5
  • Ensuring success through choosing the right texts for OCR English Literature: factors to consider and when to teach these aspects
  • Assessment for learning and tracking in the classroom

10.45 – 11.30am: Teaching Shakespeare effectively to Grade 4/5 candidates

  • Content of the OCR specification and where Grades 4 and 5 students struggle
  • Strategies for ensuring student understanding of Shakespeare at Grades 4 and 5
  • Writing effectively about the extract: ideas and methods that boost student performance
  • Appropriate balance between the extract and the rest of the play when teaching

11.30 – 11.45am: Discussion: coffee break


11.45 – 12.45pm: Teaching the Nineteenth Century Prose text effectively to Grade 4/5 candidates

  • What OCR examiners are looking for from mid-ability students on this area
  • Teaching 19th Century fiction to less able students – how to keep them engaged and motivated
  • Dealing effectively with context, writer’s technique and personal viewpoint in analysing these texts – how to ensure understanding and success for mid-range students
  • Teaching exam technique that works for students at Grades 4 and 5

12.45 – 1.45pm: Lunch and informal discussion


1.45 – 2.45pm: Teaching the Poetry effectively to Grade 4/5 candidates

  • Dealing effectively with comparison, context and critical reading of the OCR poetry texts
  • Effectively teaching the unseen poetry element: strategies to get mid-range students prepared for the exam
  • Teaching and learning suggestions that ensure progress and meet the OCR requirements

2.45 – 3.00pm: Discussion: afternoon tea


3.00 – 3.30pm: Modern Drama and Prose for Grade 4/5 candidates

  • The importance of dramatic/writer technique and embedding that understanding
  • Developing resources and strategies for teaching these texts to Grade 4 and 5 students
  • Feedback from 2018 – how to improve student answers for 2019
  • Examples of good practice and how to use them for student success

3.30 – 4.00pm: Final tips to secure a Grade 4/5 in AQA English Literature

  • Developing the skills and assessing abilities at Key Stage 3
  • Ensuring students are working to the correct standard – expert guidance on how to maintain motivation and success
  • Using the OCR specification to ensure student understanding and independent learning
  • Resources and strategies for two and three year courses which create genuine progress
  • Approaching linear assessments for less able learners, with Examiner Tips

Paul Dodd

Paul is an experienced English expert who has worked as a teacher for over 20 years and within a major exam board before becoming an independent educational consultant. He was a teacher of English, a Head of Department and a Director of Studies for over twenty years, teaching at schools in the United Kingdom and abroad. He then became Head of English at one of the leading exam boards and was involved in the development of the last two sets of English GCSEs and A Levels with Ofqual and the Department of Education. He is also part of the accreditation panels for a Regulator in English. As a consultant he is widely involved in a range of activities, including the training of teachers in the new specifications both in training courses and with individual Departments. He has authored a whole series of teacher resources such as lesson plans and trial assessments at both GCSE and A Level. He has authored several works on A Level English literary texts ranging from Romantic Poetry to Modern Drama and he examines for two UK exam boards and one international board in A Level English Literature. He is also a Principal Examiner for GCSE English Literature and an Associate University Lecturer in English. At the present time he is heavily involved in supporting teachers in the new English qualifications leading to the first assessments in 2017.

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