AS/A2 AQA SPEC B
If you enjoy reading and discussing a range of literature but also have an interest in the linguistic approaches to our language you will enjoy this course. Students often enjoy this programme of study as it allows them to maintain their interest in both English Language and English Literature. Students study a range of texts; students are likely to engage with novels, poetry, plays, transcriptions and TV scripts! Students will also look at both written English and spoken English. During their time on this combined English course students will learn a range of terminology and they will also develop their written analytical skills.
Course Outline
4 units - 2 for AS level and 2 for A2 level - include:
AS Level
Analysis and Production: this unit has two sections:
- section one will require students to write an analysis of a set text;
- section two will require students to produce a writing task based on a thorough knowledge of a further set text.
Representation of Speech: the unit has two sections:
- section one will require a study of spoken English such as drama, TV scripts and transcriptions:
- section two will require an analysis of how speech is represented in a set text.
In order to qualify for A2 you would be expected to achieve a pass in both units.
A2 Level
Comparison and Production: the unit has two sections:
- section one will require an analysis of three unseen texts covering a range of genre and historical period;
- section two will involve students in the rewriting of a non-fiction set text.
Developing Comparison: this unit will require students to write an analysis of two set texts, one of which will be poetry.
Lessons will be a mixture of teacher-led activity, workshops and student presentations. At times you will be expected to work in a group and at other times to work individually.
Preferred Entry Requirements
GCSE grade B or above in English Language and English Literature.*
*Please note that your enrolment on to a particular course must be approved by the Head of that department.
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