English Language AS/A Level

Scheme of work
AS and A-level English Language (7701 and 7702)
Introduction
The following is an example scheme of work, which teachers can use for ideas and a springboard, or criticise or reject as suits their own plans or contexts. This scheme of work is designed for two teachers across a two year AS and A-level course (with AS assessment at the end of the first year). This represents one possible way in which the AS and A-level may be co-taught with all students in one class. The skills and activities are only examples of the kinds of work and approaches that teachers might like to carry out for some of these topics and components, so are not exhaustive or prescriptive. In Year 1, students will be prepared for the AS exams, as well as developing data response, textual analysis and writing skills that will be required for Year 2. This includes some preparation for the production of the original writing aspect of the non-exam assessment (NEA), whilst developing directed writing skills for AS Paper 2, and developing discursive writing and evaluative writing skills.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Scheme of work
AS and A-level English Language (7701 and 7702)
Year 1
Autumn Term
(half term 1)
Teacher 1
Teacher 2
Introduction to language study
• Using mini-texts, introduce students to language methods and concepts
• Focus specifically on language and mode, drawing comparisons and connections between different modes
Introduction to language study
• Using mini-texts, introduce students to language methods and concepts
• Focus specifically on representation, considering the use of noun phrases/ labelling in creating and shaping meaning
Autumn Term
(half term 2)
Teacher 1
Teacher 2
Language Varieties: Regional and National Variation
• Introduce key concepts e.g. standard/non-standard forms, attitudes, prestige, levelling, loyalty etc.
• Begin to introduce students to different types of exam response: directed writing; analytical writing
Language Varieties: Gender
• Examine deficit, dominance, difference, diversity models
• Begin to introduce students to different types of exam response: directed writing; analytical writing
Spring Term
(half term 1)
Teacher 1
Teacher 2
Textual Analysis
• Develop students’ ability to analyse a range of texts/modes, using appropriate language methods and accurate terminology
• Develop writing skills: analytical writing and directed writing
• Use this opportunity to also teach some key skills that would be useful for production of creative writing – e.g. writing with an understanding of the power of information/persuasion
Language Varieties: Occupational Groups
• Develop students’ understanding of key concepts e.g. allowable contributions, specialist lexis/jargon
• Use examples of mini-data to examine different occupational varieties and usage
• Develop students’ ability to analyse and interpret data
• Encourage students to bring own data examples to lessons – useful for investigation etc.
Spring Term
(half term 2)
Teacher 1
Teacher 2
Language Varieties: Social groups/status
• Focus on key concepts e.g. hierarchies, status, prestige, social networks etc.
• Develop students’ ability to analyse and interpret data
Textual Analysis
• Develop students’ ability to analyse a range of texts, using appropriate language methods and accurate terminology
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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• Encourage students to bring own data examples to lessons – useful for investigation etc.
• Focus specifically on representation issues
• Develop writing skills, in particular focusing on comparison between texts
Summer Term
(half term 1)
Teacher 1
Teacher 2
Revision: Paper 1
Specific focus on essay structure, addressing each question separately and comparative aspects for question 3.
Revision: Paper 2
Specific focus on discursive essay writing and directed writing
Summer Term
(half term 2)
Language in Action: Original Writing
• Working with style models
• Considering audience, purpose and genre in the production of creative writing
• Consolidate work completed earlier in the year on power of information/power of persuasion
Language in Action: Investigation
• Methods of data collection
• Working with data
• Writing up findings from a mini-investigation
Year 2
Autumn Term
(half term 1)
Teacher 1
Teacher 2
Child Language Development
• Stages of spoken language development
• Theories surrounding CLD e.g. innateness etc.
• Develop students’ ability to work with extended data sets
• Apply relevant language methods and accurate terminology
• Focus on discursive essay writing skills thus enabling students to move beyond the data appropriately
Language In Action: Investigation
• Students to concentrate on devising their own methodologies, collecting data sets, analysing data and drawing conclusions
• Balance of independent study and teacher guidance/support
• Evaluation of data types – quantitative/ qualitative; case study etc.
• Application of relevant and suitable language concepts
• How to write an investigation
Autumn Term
(half term 2)
Teacher 1
Teacher 2
Child Language Development continued
• Stages of literacy development
• Theories surrounding CLD literacy e.g. Rotheray, Barclay etc.
• Develop students’ ability to work with extended data sets
• Apply relevant language methods and accurate terminology
• Focus on discursive essay writing skills
Language Change
• Focus on different aspects of change – lexis, semantics etc. and attitudes shown towards these
• Consider some of the debates surrounding change e.g. Aitchison, contemporary issues etc.
• Begin to develop range of writing skills: discursive, analytical, directed in response to arguments in source
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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thus enabling students to move beyond the data appropriately
material
Re-visit language investigation – submit for final assessment
Spring Term
(half term 1)
Teacher 1
Teacher 2
Language in Action: Original Writing
• Re-visit creative writing
• Continue working with style models to inform production of own work
• Writing a commentary
Finalise original writing – submit for final assessment
Language Change continued
• Continue examining different aspects of change, standardisation etc.
• Examine range of mini-texts/data to illustrate the nature of language change

[consider how this can be linked to analysis of texts for Paper 1]

Spring Term
(half term 2)
Teacher 1
Teacher 2
Language Diversity
• Revisit varieties covered in year 1
• Begin to consider wider varieties:
o Ethnicity and international varieties
• Develop students’ writing skills – analysis, evaluation etc.
World Englishes and consolidating Exam Skills
• Consider key concepts e.g. lingua franca, global varieties etc.
• Bringing together some of the key topics covered – change and diversity – concentrate on use of stimulus material for questions 3 and 4 of Paper 2 (analysis/comparison and directed writing)
Summer Term
(half term 1)
Teacher 1
Teacher 2
Revise CLD
Focus on data analysis, discursive essay writing, evaluative discussion of key concepts
Revise Change
Focus on discursive essay writing, analysis and comparison of source material and directed writing
Revise Language Diversity
Focus on discursive essay writing, analysis and comparison of source material and directed writing
Revise Textual Analysis
Focus on application of a range of language methods
Version 1.1
First published (16/04/2015)
Last updated (05/05/2015)

Scheme of work
A-level English Language (7702)
Introduction
The following is an example scheme of work, which teachers can use for ideas and a springboard, or criticise or reject as suits their own plans or contexts. This scheme of work is designed for two teachers across a two year A level course (without AS level assessment in the first year). The skills and activities are only examples of the kinds of work and approaches that teachers might like to carry out for some of these topics and components, so are not exhaustive or prescriptive. References to more detailed work on topics/topic plans are to resources that will be made available at a later stage by AQA.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Scheme of work
A-level English Language (7702)
Time frame
Main topic areas
Skills and activities
Year One
Autumn half-term 1 Teacher 1
Bridging work:
Developing analytical and interpretive approaches from GCSE to A level (textual analysis)
• Mini-text work to develop analysis, interpretation and understanding of language levels: vocabulary, grammar, graphology, discourse, pragmatics
• Set up early work on grammar games and activities to reinforce key frameworks
• Major assignment on analysis of short written texts
Teacher 2
Introduction to sociolinguistics:
Working from individual language styles out towards different groups and communities.
• Language and the individual (idiolect)
• Language and social groups (sociolect, ethnolect & occupational language)
• Language and regions (dialect)
• Individual language maps: activities in which students look at their own language use and map it out towards the social and occupational groups they are part of, the communities they belong to and the areas they are from.
• Introduction to language levels: using language variation to explore vocabulary, grammar and phonology
• Start to look at ideas of standard and non-standard forms in vocabulary and grammar.
• Major assignment on language variation
Autumn half-term 2
Teacher 1
Bridging work (continued):
Developing analytical and interpretive approaches from GCSE to A level (textual analysis and comparison)
Developing ability to write in different forms, using style models
• Mini-text work develops into longer text work (whole texts and pairs of texts)
• Use longer extracts of texts (including articles from broadsheets, short research write-ups, op-eds from tabloids) to explore shape and structure of different texts
• Creative writing tasks leading into creative assignment (perhaps based on exploration of a particular variety of language)
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
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Teacher 2
Introduction to modes and textual variation:
Developing understanding of mode as a concept
• Focus on spoken language
• Focus on Computer-Mediated Communication
• Focus on genre and text type
• Introduction to spoken language using short extracts from different genres of talk (political speeches, interviews, casual chat, teacher talk, coaching etc.)
• Analysis and discussion of extracts of CMC (e.g. Twitter, email, texting, Facebook, WhatsApp, WattPad, Shapchat, online forums, You Tube comments etc.)
• Recording and transcription of spoken and CMC data
• Grouping and text classification activities
• Major assignment on textual variation
Spring half-term 1
Teacher 1
Language and Representation:
Developing earlier work on textual analysis to explore ideas around representation as a concept.
Work with texts representing gender (and other wider social issues e.g. sexuality, religion, disability) to explore how meanings are created
• Build on earlier work on language levels to focus on how ideas are represented
• Introduce discourses and positioning as concepts through appropriate texts
• Major assignment on analysis of pairs of texts offering different representations of same topic
Teacher 2
Sociolinguistics (continued):
Developing earlier work on diversity to look at:
• Language and occupation
• Language and gender
• Language and ethnicity
• Communities of practice and models for explaining language diversity
• Develop earlier work on sociolinguistics topics into wider areas and with more use of case studies and research
• Introduction to case studies and research (e.g. Trudgill, Cheshire, Kerswill, Fox, Tannen, Coates et al.)
• Develop and consolidate work on language levels and ideas around standard and non-standard English
• Assignment – mini-project researching and writing up own case study into language diversity (see topic plans for more details)
Spring half-term 2
Teacher 1
Original Writing (introduction)
Start work on different types of writing (for NEA task and Component 2 Question 4)
• Look at style models for range of different tasks
• Integrate work on original writing with work on other topics (e.g. power of persuasion could be linked to writing own campaign of adverts for a charity; power of information could be linked to a ‘How to’ guide on avoiding offence to
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
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people with disabilities; power of storytelling could be a piece aimed at children telling them the history of English)
Teacher 2
Sociolinguistics (continued)
Develop to look at attitudes to variation and diversity
Start to look in more detail at models for explaining attitudes: complaint tradition; prescriptivism and descriptivism; discrimination and language issues.
Start to integrate text analysis skills with grasp of wider issues around language
• Look at media representations of different varieties of English: articles on accent discrimination, gender differences, multicultural London English and youth speak (and others – see topic plans for further ideas)
• Use wider reading resources to explore attitudes to diversity and variation in language (specific suggestions in detailed topic plan)
• Major assignment on analysis of articles on media representations of language variation and diversity
Summer half-term 1
Both teachers
Introduction to Language Change
Start work on how and why language changes
• Introduce older texts (use alongside other texts from mode and textual variation)
• Start to look at examples of language change (technology, social change, movement of people)
• Start to look at attitudes to change (link to attitudes to diversity)
Summer half-term 2
Both teachers
Introduction to Research and Investigation skills
Start work on developing approaches to language investigation work.
Introduce research into existing topic areas of diversity and variation, but also perhaps some new topic areas such as children’s language and change as a way into these for the second year (and potential investigation topics)
Mini-project work:
• setting research questions
• developing data collection & selection skills
• research ethics
• data analysis
• evaluating findings
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
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Year Two
Autumn half-term 1
Teacher 1
Language Investigation preparation
• Set up language investigation topics, questions and methodologies
• Start data collection and analysis
Teacher 2
Children’s Language Development (introduction)
Early stages of children’s language: spoken development
• Focus on early stages and data
• Use language levels approach to different aspects of development
• Start work on ideas around language development – innateness, interaction
• Analysis of data extracts
• Work on case studies
Autumn half-term 2
Teacher 1
Language Investigation
Original Writing
• Continue and write up language investigation
• Return to original writing with work on style models and commentaries accompanying drafting of original writing coursework.
• Work on potential links to existing exam topics and/or revisit work done on previous topics.
Teacher 2
Children’s Language Development (continued)
Written and multimodal development:
• Move from spoken to written forms
• Written genres
• Children and technology
• Reading and writing
Spring half-term 1
Teacher 1
Language Diversity (concluded)
Revisit language diversity topics from Year One and add world Englishes
Explore concepts theories and ideas around diversity, variation and attitudes to them
Essay writing practice
• Link world Englishes to work on language change and diversity
• Case studies of specific varieties of regional, social and world Englishes
• Explore ideas
• Work on pairs of texts for analysis and evaluation
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
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Teacher 2
Language Discourses and directed writing
Use work done on original writing to inform work on Qu.4 of Component 2
• Develop directed writing for Qu. 4 of Component 2 by using work on opinion article style models
Spring half-term 2
Both teachers
Language Change (concluded)
Revisit ideas from Year One and expand to include case studies on other reasons for change
Essay writing practice
Case study work on examples of:
• lexical change
• semantic change
• grammatical change
• phonological change
• orthographical change
Summer half-term 1
Both teachers
Exam preparation and revision
• Set and mark practice papers
• Students make, set & mark their own exam papers
• Revisit mini-investigations and coursework to look at how student research can be incorporated into exam answers.
Version 1.1
First published (16/04/2015)
Last updated (05/05/2015)