Co-teaching guide: two year route plan
This suggested programme of study assumes that all students will sit the AS exam at the end of year one.
A range of different factors, for example timetabling structures, may affect a teacher’s ability to follow this programme without some adaptation. For example, if two teachers are sharing one class, each teacher will take a half-term’s text focus and spread that over a whole term (in the Autumn term, teacher one would take the unseen prose and prose text 1 and teacher two the prose text 2 and mock exam practice).
Year one (co-teaching AS and A-level)
| Timeline | Text focus | Skills focus | Notes |
|---|---|---|---|
| Autumn Term 1 |
Prose Text 1 Unseen Prose |
Prose study Response to unseen prose essay skills (AS Paper 2, Section A and A-level Paper 2, Section B) |
Choose range of engaging prose extracts from different time periods and which cover different aspects of love as an introduction to the theme. Extracts from any of the prose set texts offer a good starting point (See specification pages 11/12 for possible aspects and set texts). |
| Autumn Term 2 |
Prose Text 2 Mock exam practice (optional) |
Prose study Comparative essay writing skills (AS Paper 2, Section B, A-level Paper 1, Section B and Section C, and A-level Paper 2, Section B) |
If teaching the pre-1900 poetry anthology, teachers have choice of any prose text from the set text list. If teaching the post-1900 poetry anthology, one of the prose texts MUST have been written pre-1900 to satisfy the A-level date requirements. At least one prose text must be taken from the A-level text list. |
| OPTIONAL. Mock exam in Week 1, Spring Term 1: AS Paper 2 | |||
| Spring Term 1 | Poetry Anthology |
Poetry study Response to poetry essay skills (AS Paper 1, Section B and A-level Paper 1, Section B) |
All poems in the chosen poetry anthology (Pre or Post 1900) should be studied as the poem set for examination is not predictable. |
| Spring Term 2 | Shakespeare |
Drama study Response to passage-based question essay skills (AS Paper 1, Section A and A-level Paper 1, Section A) |
The chosen Shakespeare text should be studied in its entirety as students are required to refer to the text as a whole in the examination. A range of passages should be studied as the passage, and the accompanying view, set for examination are not predictable. |
| Summer Term 1 |
Revision of: Prose: Unseen and two set texts Poetry anthology Shakespeare text |
Revision of exam writing skills: Response to unseen prose Comparative response to set text prose Response to poetry Response to passage-based Shakespeare |
|
Year one (A-level)
| Timelines | Text focus | Skills focus | Notes |
|---|---|---|---|
| Summer Term 2 |
Unseen poetry |
Response to comparative unseen poetry essay skills (A-level Paper 1, Section B) |
Students will have already learnt the skills of response to poetry and comparative essay writing at AS. Choose a range of poems from different time periods, by different poets and on different aspects of love which can be compared for similarity and difference. Poems from the anthology which has not been studied for examination offer a useful resource.
|
| NEA Text 1 | Study of chosen genre for NEA | Preparation for NEA will differ dependent upon whether: one text is taught to the whole class and the second is independently chosen; both texts are independently chosen by the student; students have already studied an AS only text (The Rotters’ Club/The Mill on the Floss) at AS and are using this for NEA. | |
| Summer Holidays | NEA Text 2 | Independent study | One of the two texts studied must have been written pre- 1900 |
Year two (A-level)
| Timelines | Text focus | Skills focus | Notes |
|---|---|---|---|
| Autumn term 1 | NEA Texts 1 and 2 and Critical Theory |
Application and evaluation of critical views Extended comparative essay writing skills Academic referencing Construction of an academic bibliography |
|
| Autumn term 2 |
Unseen prose Comparative set text 1 |
Response to unseen prose essay skills (A-level Paper 2, Section B) |
Choose range of engaging prose extracts from the chosen period of study, which cover different aspects of the period as an introduction to it. Extracts from any of the relevant set texts offer a good starting point (See specification pages 16-19 for possible aspects and set texts). |
| Spring term 1 |
Comparative set text 2 Mock exam practice (optional) |
Comparative essay writing skills (A-level Paper 2, Section B) |
|
| OPTIONAL. Mock exam end Spring Term 1/beginning Spring Term 2: Paper 2, Section B | |||
| Spring term 2 | Core set text |
Response to single text essay writing skills (A-level Paper 2, Section A) |
Across Sections A and B of Paper 2, students need to study one prose, one poetry and one drama text, one of which MUST have been written post-2000. |
| Summer term 1 | Revision | Revision of exam writing skills | |
|
Paper 1: Shakespeare Unseen poetry Comparative poetry and prose |
Paper 1: Response to passage-based drama Comparative response to unseen poetry. Comparative response to set poetry and prose |
Shakespeare preparation will need to reflect the increased demand in assessment between AS and A-level Preparation for Paper 1, Section C should reflect that the poetry and prose texts were used for different assessments at AS. If both prose texts studied at AS come from the A-level list, both could be revised to give students choice in the A-level examination. |
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Paper 2: Unseen prose Core set text Comparative set texts |
Response to unseen prose Response to single text and comparative texts |
Students may go into the exam knowing which text they will use in Section A; alternatively, if they have studied more than one core set text, they may decide once they have read the exam paper. Preparation for the exam will need to reflect the preferred approach.
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A-level exams
Paper 1: Love through the ages
Paper 2: Texts in shared contexts