WJEC A-Level English Literature Revision

Year 12

• Poetry close reading
  • 1.1 read widely and independently both set texts and others that they have selected for themselves
  • 1.2 engage critically and creatively with a substantial body of texts and ways of responding to them
  • 1.3 develop and effectively apply their knowledge of literary analysis and evaluation
  • 1.4 explore the contexts of the texts they are reading and others’ interpretations of them
  • 1.5 undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions encourage enjoyment of literary studies based on an informed personal response to
• Poetry comparison
  • 2.1 read widely and independently both set texts and others that they have selected for themselves
  • 2.2 engage critically and creatively with a substantial body of texts and ways of responding to them
  • 2.3 develop and effectively apply their knowledge of literary analysis and evaluation
  • 2.4 explore the contexts of the texts they are reading and others’ interpretations of them
  • 2.5 Digital Literacy
• Drama set text
  • 3.1 use accurately quotations from and references to texts and sources Section B: Drama reading of one drama text from the list below Christopher Marlowe Doctor Faustus (Longman) Oscar Wilde Lady Windermere’s Fan (New Mermaids)
  • 3.2 read drama texts in a variety of ways and respond critically and creatively
  • 3.3 analyse how meanings are shaped in drama texts
  • 3.4 communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
  • 3.5 use literary critical concepts and terminology with understanding and discrimination
• Prose set text
  • 4.1 read texts in a variety of ways and respond critically and creatively
  • 4.2 communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
  • 4.3 use literary critical concepts and terminology with understanding and discrimination
  • 4.4 explore comparisons and contrasts between texts, establishing links and relationships
  • 4.5 identify and consider how attitudes and values are expressed in texts
• Character and relationships
  • 5.1 explore comparisons and contrasts between texts, establishing links and relationships
  • 5.2 identify and consider how attitudes and values are expressed in texts
  • 5.3 show understanding of the cultural and contextual influences on readers and writers
  • 5.4 draw on their understanding of different interpretations and the influence of different contexts in responding to and evaluating texts
  • 5.5 adopt a clear and appropriate academic style and register
• Themes and ideas
  • 6.1 use accurately quotations and references to texts and sources
  • 6.2 show understanding of the cultural and contextual influences on readers and writers
  • 6.3 reflect on different interpretations of literary texts, including, where relevant, critical interpretation; debate alternative ideas about a text and consider multiple readings
  • 6.4 read texts in a variety of ways and respond critically and creatively
  • 6.5 communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
• Structure, form and genre
  • 7.1 analyse how meanings are shaped in poetry texts and the ways writers adapt structure, form and language in poetry for effect
  • 7.2 show understanding of ways in which poems relate to one another as they compare works by different poets
  • 7.3 show understanding of the cultural and contextual influences on readers and writers
  • 7.4 use accurately a range of literary concepts and terminology
  • 7.5 identify and consider how attitudes and values are expressed in texts
• Language and imagery
  • 8.1 analyse how meanings are shaped in poetry texts and the ways writers adapt structure, form and language in poetry for effect
  • 8.2 show understanding of the cultural and contextual influences on readers and writers
  • 8.3 use accurately a range of literary concepts and terminology
  • 8.4 identify and consider how attitudes and values are expressed in texts
  • 8.5 use accurately quotations from and references to texts and sources
• Literary context
  • 9.1 the ways in which writers use and adapt language, form and structure in texts
  • 9.2 the interpretation of texts by different readers, including over time
  • 9.3 how texts relate to one another and to literary traditions, movements and genres
  • 9.4 the cultural and contextual influences on readers and writers Each unit, whether internally or externally assessed, offers a choice of texts for study choices include Welsh writers. Welsh poets feature prominently in Unit 2, and Welsh
  • 9.5 use literary critical concepts and terminology with understanding and discrimination
• Alternative interpretations
  • 10.1 use accurately quotations and references to texts and sources
  • 10.2 show understanding of the cultural and contextual influences on readers and writers
  • 10.3 reflect on different interpretations of literary texts, including, where relevant, critical interpretation; debate alternative ideas about a text and consider multiple readings
  • 10.4 draw on their understanding of different interpretations and the influence of different contexts in responding to and evaluating texts
  • 10.5 research other interpretations of texts
• Unseen analysis
  • 11.1 use accurately quotations from and references to texts and sources
  • 11.2 organise responses in a clear and effective academic style and register with coherent written expression Section B: Unseen poetry This section gives learners the opportunity to synthesise and reflect upon the
  • 11.3 articulate informed, personal and creative responses to poetry texts
  • 11.4 analyse how meanings are shaped in poetry texts and the ways writers adapt structure, form and language in poetry for effect
  • 11.5 show understanding of ways in which poems relate to one another as they compare works by different poets
• Constructing a literary argument
  • 12.1 read prose texts in a variety of ways and respond critically and creatively
  • 12.2 communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
  • 12.3 use literary critical concepts and terminology with understanding and discrimination
  • 12.4 identify and consider how attitudes and values are expressed in texts
  • 12.5 use accurately a range of literary concepts and terminology

Year 13

• Shakespeare set text
  • 1.1 read prose texts in a variety of ways and respond critically and creatively
  • 1.2 communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
  • 1.3 use literary critical concepts and terminology with understanding and discrimination
  • 1.4 identify and consider how attitudes and values are expressed in texts
  • 1.5 use accurately quotations from and references to texts and sources Section B: Drama reading of one drama text from the list below Christopher Marlowe Doctor Faustus (Longman) Oscar Wilde Lady Windermere’s Fan (New Mermaids)
• Pre-1900 poetry
  • 2.1 organise responses in a clear and effective academic style and register with coherent written expression GCE AS and A Level English Literature 11 Unit 3 Poetry pre-1900 and Unseen Poetry (open-book, clean copy) Written examination: 2 hours
  • 2.2 analyse how meanings are shaped in poetry texts and the ways writers adapt structure, form and language in poetry for effect
  • 2.3 show understanding of the cultural and contextual influences on readers and writers
  • 2.4 organise responses in a clear and effective academic style and register with coherent written expression Section B: Unseen poetry This section gives learners the opportunity to synthesise and reflect upon the
  • 2.5 articulate informed, personal and creative responses to poetry texts
• Post-1900 poetry
  • 3.1 analyse how meanings are shaped in poetry texts and the ways writers adapt structure, form and language in poetry for effect
  • 3.2 show understanding of ways in which poems relate to one another as they compare works by different poets
  • 3.3 show understanding of the cultural and contextual influences on readers and writers
  • 3.4 organise responses in a clear and effective academic style and register with coherent written expression GCE AS and A Level English Literature 11 Unit 3 Poetry pre-1900 and Unseen Poetry (open-book, clean copy) Written examination: 2 hours
  • 3.5 articulate informed, personal and creative responses to poetry texts
• Comparative prose
  • 4.1 read texts in a variety of ways and respond critically and creatively
  • 4.2 communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
  • 4.3 use literary critical concepts and terminology with understanding and discrimination
  • 4.4 explore comparisons and contrasts between texts, establishing links and relationships
  • 4.5 identify and consider how attitudes and values are expressed in texts
• Unseen prose
  • 5.1 confident analysis of the contexts in which between texts interpretations of texts
  • 5.2 confident, perceptive application of literary • confident and apt textual support texts are written and received • autonomous, independent
  • 5.3 confident discussion of implicit meaning • confident analysis of connections between reader
  • 5.4 effectively organised; demonstrates flair; high texts and contexts levels of technical accuracy and adopts a clear academic style and register
  • 5.5 some sensible use of key concepts and prose techniques to create meaning • clear grasp of the contexts in which texts are connections/comparisons relevant interpretations of
• Unseen poetry
  • 6.1 organise responses in a clear and effective academic style and register with coherent written expression GCE AS and A Level English Literature 11 Unit 3 Poetry pre-1900 and Unseen Poetry (open-book, clean copy) Written examination: 2 hours
  • 6.2 analyse how meanings are shaped in poetry texts and the ways writers adapt structure, form and language in poetry for effect
  • 6.3 show understanding of the cultural and contextual influences on readers and writers
  • 6.4 organise responses in a clear and effective academic style and register with coherent written expression Section B: Unseen poetry This section gives learners the opportunity to synthesise and reflect upon the
  • 6.5 articulate informed, personal and creative responses to poetry texts
• Dramatic methods and performance
  • 7.1 highest levels of performance
  • 7.2 the Subject Officer at WJEC
  • 7.3 It is the centre's responsibility to inform learners of the guidance relating to word
  • 7.4 count for Unit 5
  • 7.5 Advisory Word Count
• Narrative methods
  • 8.1 expression may feature some inaccuracies
  • 8.2 discussion tends to be contexts connections/comparisons texts with partial
  • 8.3 grasp of basic terminology, though this may be narrative/descriptive in nature • describes wider contexts in which texts are between texts understanding
  • 8.4 offers some support in the form of written and received
  • 8.5 errors in expression and lapses in clarity quotations or references to texts which • attempts to make superficial connections may not always be relevant between contexts and texts
• Literary movements and contexts
  • 9.1 read prose texts in a variety of ways and respond critically and creatively
  • 9.2 communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts
  • 9.3 use literary critical concepts and terminology with understanding and discrimination
  • 9.4 identify and consider how attitudes and values are expressed in texts
  • 9.5 use accurately a range of literary concepts and terminology
• Critical viewpoints
  • 10.1 use literary critical concepts and terminology with understanding and discrimination
  • 10.2 identify and consider how attitudes and values are expressed in texts
  • 10.3 show understanding of the cultural and contextual influences on readers and writers
  • 10.4 draw on their understanding of different interpretations in responding to and evaluating texts
  • 10.5 adopt a clear and appropriate academic style and register
• Connections across texts
  • 11.1 undertake independent and sustained study of literary texts
  • 11.2 undertake research in exploring contextual factors that have helped shape the production and reception of texts, including literary traditions of texts
  • 11.3 research other interpretations of texts
  • 11.4 explore connections and comparisons between texts in greater depth and detail
  • 11.5 plan, draft and edit work It is not expected that complete critical works will be studied in preparation for this It is important that learners give sufficient emphasis to their own reading of the texts
• Extended evaluative argument
  • 12.1 the ways in which writers use and adapt language, form and structure in texts
  • 12.2 the interpretation of texts by different readers, including over time
  • 12.3 how texts relate to one another and to literary traditions, movements and genres
  • 12.4 the cultural and contextual influences on readers and writers Each unit, whether internally or externally assessed, offers a choice of texts for study choices include Welsh writers. Welsh poets feature prominently in Unit 2, and Welsh
  • 12.5 read prose texts in a variety of ways and respond critically and creatively