ABOUT THIS COURSE

This course will introduce you to the brand new Pearson 2:0 GCSE English Language qualification and guide you through the planning, implementation and delivery of a curriculum to enable your students to achieve success in this examination. Our expert course leader will explore the changes within the question types and the methodology behind this, while providing advice and guidance to apply the mark scheme both fairly and accurately. Also they will provide a variety of teaching strategies to engage pupils within your classroom context.

BENEFITS OF ATTENDING:

  • Gain an understanding of the demands of the Pearson GCSE English Language qualification and it’s change from the previous specification.
  • Find out effective ways of approaching the examinations.
  • Explore and analyse mark schemes and sample material.
  • Take away ideas for teaching and learning in preparation for the examinations.
  • Develop ideas for curriculum planning to build towards the qualifications.
WHO SHOULD ATTEND? 
  • Heads of English
  • Teachers new to teaching the Pearson 2:0 specification
  • Teachers considering switching to the Pearson 2:0 specification
COURSE CODE 8817
DATE Online | Monday 18 October 2021

London | Wednesday 9 February 2022

IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • You will receive a specially prepared file electronically containing detailed notes, and teaching materials and resources which will be of immediate practical benefit in the classroom.
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

10-10.20am: Exploring the changes to Pearson

  • What are the main changes to the exam specification? Methodology behind the changes.
  • Real world applicable writing tasks- what does this mean? Why might this benefit the students?
  • What are the key pre-designed challenges offered by this examination?

10.20 – 11.30pm: Paper 1: reading and examining the non-fiction texts.

  • The identification questions (AO1)- key messages to ensure full marks, ways to approach this in the classroom, what can and can’t be awarded.
  • The language question(AO2) – transferable skills from literature and how to utilise these, using SAM’s to identify what is clear when responding, he differences between perceptive and detailed with strategies to get there.
  • The varying styles of evaluative questions (AO4) – what are these questions really asking of the students? Using SAMs to familiarise both your students and yourself with making critical evaluation and personal judgement, how do we build this skill into the curriculum?
  • Subject specific terminology- the difference between some attempt and clear or above.
  • Timings- working out how long each question should be and why.

11.30-11.45am: Morning Break

11.45 – 12.45pm: Paper 1: transactional writing.

  • Key messages- choosing the right question- remembering to identify with the PAF, how to get the students to really engage with this.
  • Planning: strategies to employ effective planning methods no matter the student’s ability.
  • Identifying Techniques appropriate to create style in order to stand out to the examiner- irony, sarcasm, pathos when to use these and ways to do so.
  • Key messages for AO6- how to develop accuracy or at least create that impression.
  • Mark scheme analysis- how to get marking as accurate as possible when responses are so varied.

  

12.45 – 13.45.pm: Lunch 

 

13.45– 15pm: Paper 2: reading and examining the contemporary texts

  • The language question(AO2) – transferable skills from literature and how to utilise these, using SAM’s to identify what is clear when responding, he differences between perceptive and detailed with strategies to get there.
  • The varying styles of evaluative questions (AO4) – what are these questions really asking of the students? Using SAMs to familiarise both your students and yourself with making critical evaluation and personal judgement, how do we build this skill into the curriculum?
  • The summary question (AO1)- focusing on the question, planning methods for both similarities and differences, embedding evidence.
  • The comparison question- the importance of methods- avoiding techniques spotting and strategies to really engage with the why and how of the question.
  • Subject specific terminology- the difference between some attempt and clear or above.
  • Timings- working out how long each question should be and why.

15-15.05pm: afternoon Break

 

15.05 – 16pm- Paper 2: writing creatively and descriptively.

  • Identifying the most appropriate question for individual students and guiding them to avoid mundane storytelling.
  • Effective planning methods-reiterating the importance of planning.
  • Key messages for AO6- how to develop accuracy or at least create that impression.
  • Mark scheme analysis- how to get marking as accurate as possible when responses are so varied.

4pm: Depart