Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers
The AS specification is designed to be taken over one or two years with all assessments taken at the end of the course. The A-level specification is designed to be taken over two years with all assessments taken at the end of the course.
Assessments and certification for the AS specification are available for the first time in May/June 2016 and then every May/June for the life of the specification.
Assessments and certification for the A-level specification are available for the first time in May/June 2017 and then every May/June for the life of the specification.
These are linear qualifications. In order to achieve the award, students must complete all exams in May/June in a single year. All assessments must be taken in the same series.
Our AS and A-level exams in English include questions that allow students to demonstrate their ability to:
- draw together their knowledge, skills and understanding from across the full course of study
- provide extended responses.
All AS and A-level components offer only extended response questions.
All materials are available in English only.
Aims
Courses based on these specifications must encourage students to develop their interest in and enjoyment of literature and literary studies as they:
- read widely and independently both set texts and others that they have selected for themselves
- engage critically and creatively with a substantial body of texts and ways of responding to them
- develop and effectively apply their knowledge of literary analysis and evaluation
- explore the contexts of the texts they are reading and others’ interpretations of them.
In addition, A-level specifications must encourage students to develop their interest in and enjoyment of literature and literary studies as they undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions.
Assessment objectives
Assessment objectives (AOs) are set by Ofqual and are the same across all AS and A-level English Literature specifications and all exam boards.
The exams and non-exam assessment will measure to what extent students have achieved the following AOs:
- AO1: Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
- AO2: Analyse ways in which meanings are shaped in literary texts.
- AO3: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
- AO4: Explore connections across literary texts.
- AO5: Explore literary texts informed by different interpretations.
Weighting of assessment objectives for AS English Literature A
| Assessment objectives (AOs) | Component weightings (approx %) | Overall weighting (approx %) | |
|---|---|---|---|
| Paper 1 | Paper 2 | ||
| AO1 | 14 | 14 | 28 |
| AO2 | 12 | 12 | 24 |
| AO3 | 12 | 12 | 24 |
| AO4 | 6 | 6 | 12 |
| AO5 | 6 | 6 | 12 |
| Overall weighting of components | 50 | 50 | 100 |
The specification reflects the belief that the assessment objectives (AOs) work best together, producing a rounded and holistic view of English literature. Students will need to show coverage of all AOs in all tasks. To be specific:
AO1 essentially requires informed and relevant responses which are accurately written and use appropriate concepts and terminology.
AO2 requires students to analyse ways in which meanings are shaped in literary texts, with particular focus on the structures of texts as a form of shaping.
AO3 relates to the many possible contexts which arise out of the text, the specific task and the period being studied.
This specification treats AOs 1, 2 and 3 as broadly equal, given their relative weightings: AO1 has a weighting of 28% whilst AOs 2 and 3 both have a weighting of 24%.
AO4 involves connections across texts and sees possible meanings and interpretations arising not only out of the contexts of the text itself (AO3 above) but also out of the wider and broader contexts which comes from the study of period. Thus even when an individual text is being investigated it should still be seen as being framed by a wider network of texts and contexts to which it connects.
AO5 completes the picture by acknowledging that if work in AOs 2, 3 and 4 had been included in the response to the question then debate and interpretations will arise out of this work showing that the interpretation of texts is not a fixed process but a dynamic one.
AOs 4 and 5 each have a weighting of 12% in all questions.
Weighting of assessment objectives for A-level English Literature A
| Assessment objectives (AOs) | Component weightings (approx %) | Overall weighting (approx %) | ||
|---|---|---|---|---|
| Paper 1 | Paper 2 | Non-exam assessment | ||
| AO1 | 11.2 | 11.2 | 5.6 | 28 |
| AO2 | 9.6 | 9.6 | 4.8 | 24 |
| AO3 | 9.6 | 9.6 | 4.8 | 24 |
| AO4 | 4.8 | 4.8 | 2.4 | 12 |
| AO5 | 4.8 | 4.8 | 2.4 | 12 |
| Overall weighting of components | 40 | 40 | 20 | 100 |
This specification reflects the belief that the assessment objectives (AOs) work best together, producing a rounded and holistic view of English literature. Students will need to show coverage of all AOs in all tasks. To be specific:
AO1 essentially requires informed and relevant responses which are accurately written and use appropriate concepts and terminology.
AO2 requires students to analyse ways in which meanings are shaped in literary texts, with particular focus on the structures of texts as a form of shaping.
AO3 relates to the many possible contexts which arise out of the text, the specific task and the period being studied.
This specification treats AOs 1, 2 and 3 as broadly equal, given their relative weightings: AO1 has a weighting of 28% whilst AOs 2 and 3 both have a weighting of 24%.
AO4 involves connections across texts and sees possible meanings and interpretations arising not only out of the contexts of the text itself (AO3 above) but also out of the wider and broader contexts which comes from the study of period. Thus even when an individual text is being investigated it should still be seen as being framed by a wider network of texts and contexts to which it connects.
AO5 completes the picture by acknowledging that if work in AOs 2, 3 and 4 had been included in the response to the question then debate and interpretations will arise out of this work showing that the interpretation of texts is not a fixed process but a dynamic one. In non-exam assessment only, discussion of different interpretations must include, on at least one text, consideration of different interpretations of the text(s) over time.
AOs 4 and 5 each have a weighting of 12% in all questions.
Assessment weightings
The marks awarded on the papers will be scaled to meet the weighting of the components. Students' final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.
AS
| Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
|---|---|---|---|
| Paper 1: Love through the ages: Shakespeare and Poetry | 50 | x1 | 50 |
| Paper 2: Love through the ages: Prose | 50 | x1 | 50 |
| Total scaled mark: | 100 |
A-level
| Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
|---|---|---|---|
| Paper 1: Love through the ages | 75 | x2 | 150 |
| Paper 2: Texts in shared contexts | 75 | x2 | 150 |
| Non exam-assessment: Texts across time | 50 | x1.5 | 75 |
| Total scaled mark: | 375 |
Non-exam assessment marking criteria
Weightings for each question are as follows:
AO1: 7 marks; AO2: 6 marks; AO3: 6 marks; AO4: 3 marks; AO5: 3 marks
|
Band/Mark |
AO |
Typical features |
How to arrive at mark |
|---|---|---|---|
|
Band 5 Perceptive/Assured 21-25 marks ‘Perception’ is demonstrated when students are showing the depth of their understanding and responding sensitively to the texts and task. 'Assuredness' is shown when students write with confidence and conviction. |
AO1 |
|
This band is characterised by perceptive and assured work which shows confidence, sharpness of mind and sophistication in relation to the task. At the top of the band students are consistently assured and will demonstrate sensitivity and perception across all five assessment objectives in the course of their response. At the bottom of the band there will be coherence and accuracy with some perception but with less consistency and evenness. |
|
AO2 |
|
||
|
AO3 |
|
||
|
AO4 |
|
||
|
AO5 |
|
||
|
Band 4 Coherent/ Thorough 16-20 marks ‘Coherence’ is shown when students are logical and consistent in their arguments in relation to the task.They hold their ideas together in an intelligible way. 'Thoroughness’ is shown when students write carefully, precisely and accurately. |
AO1 |
|
This band is characterised by coherent and thorough work where ideas are linked together in a focused and purposeful way in relation to the task. At the top of the band students will demonstrate a fully coherent and thorough argument across all five assessment objectives in the course of their response. At the bottom of the band ideas will be discussed in a shaped, relevant and purposeful way with a clear sense of direction, with one or two lapses in coherence and accuracy. |
|
AO2 |
|
||
|
AO3 |
|
||
|
AO4 |
|
||
|
AO5 |
|
||
|
Band 3 Straightforward/Relevant 11-15 marks ‘Straightforward’ work is shown when students make their ideas in relation to the task clearly known. 'Relevant’ work is shown when students are focused on the task and use detail in an appropriate and supportive way. |
AO1 |
|
This band is characterised by straightforward and relevant work where the student’s response to the task is clear and intelligible. At the top of the band students will demonstrate consistent straightforward understanding in the course of their argument. Ideas will be developed relevantly. At the bottom of the band there will be flashes of relevant understanding with evidence of straightforward thinking. |
|
AO2 |
|
||
|
AO3 |
|
||
|
AO4 |
|
||
|
AO5 |
|
||
|
Band 2 Simple/Generalised 6-10 marks ‘Simple’ work is shown when students write in an unelaborated and basic way in relation to the task. 'Generalised’ work is shown when students write without regard to particular details. |
AO1 |
|
This band is characterised by simple and generalised work which is mainly linked to the task. At the top of the band students will demonstrate a basic generalised understanding in the course of their answer. Ideas will be developed in a simple way. At the bottom of the band there will be inconsistency, but the beginnings of a simple and generalised understanding. |
|
AO2 |
|
||
|
AO3 |
|
||
|
AO4 |
|
||
|
AO5 |
|
||
|
Band 1 Largely irrelevant/largely misunderstood/largely inaccurate 1-5 marks ‘Largely irrelevant’ work is shown when students write in an unclear way with only occasional reference to what is required by the question. 'Largely misunderstood’ and ‘largely inaccurate’ work is shown when knowledge of the text is insecure, hazy and often wrong. |
|
This band is characterised by work which is largely irrelevant and largely misunderstood and largely inaccurate, and so unlikely to be addressing many of the AOs. At the top of the band students will mention some unconnected points in relation to the task during the course of their writing. The writing is likely to lack clarity. At the bottom of the band there will be no connection with the task; the writing will be hard to follow and irrelevant. |
|
|
0 marks |
No marks for response when nothing is written or where response has no connection to the text(s) or task. |
