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Skills that use Planning and organising for different purposes, audiences and context

1. Extended critical essay on a whole text

   Assessed: In the exam and in coursework (NEA)

   Learners write sustained essays on a whole prose text (Unit 2 Task A, suggested 750 to 1000 words) and, for the Double Award, on a whole Shakespeare play (Unit 5 Task A, suggested 1000 to 1500 words), supporting interpretations with selected evidence and context.

   Literacy: Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils write a four paragraph response on how a character changes across their class novel, each paragraph with a quotation from a different part of the book.

   Year 8

   Pupils write a 500 word essay on how the setting of their class novel makes a character feel they do or do not belong, linking paragraphs with topic sentences.

   Year 9

   Pupils write a 750 word essay on a theme across a whole play or novel, such as power in Macbeth, including a paragraph on how the context of the time shapes the reading.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.2, page 17 (also Section 3.2, pages 34 and 36)

   “use a range of linguistic and literary approaches to demonstrate their knowledge and understanding of the whole text”

   Progression step 3

   • I can write a comprehensive account of a topic, theme or viewpoint.

   • I can use paragraphs and make links between them.

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can use paragraphs and sections to give coherence to longer pieces of writing.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

2. Writing for different audiences, purposes and forms

   Assessed: In the exam and in coursework (NEA)

   Every award includes creative literary writing and non-fiction writing in forms such as articles, speeches, blogs, reviews, letters and short stories, with register, vocabulary and techniques adapted to engage and influence the reader.

   Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax, Vocabulary, spelling, grammar

   Getting pupils ready

   Year 7

   Pupils write a short description of a place that matters to them, then rewrite two sentences of it as a formal tourist leaflet for Aberdare Park.

   Year 8

   Pupils write a monologue in the voice of a character from their class play and a letter to a newspaper on the same issue, noting in the margin one choice of register in each.

   Year 9

   Pupils write a speech for a school assembly on a human rights issue from the non-fiction texts studied, using rhetorical questions, direct address and a counter argument.

   Show the specification wording and the LNF statements

   Where it is in the specification: AO2 ii, Section 3.1, page 32 (also Unit 1, Section 1.3, pages 14 to 15; Unit 4a, Section 4.3, page 22; Unit 6, Section 6.3, page 29)

   “Adapt communication by selecting register, vocabulary and techniques appropriate to different contexts and audiences.”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can write about my thoughts, feelings and opinions, showing empathy and respect.

   Progression step 4

   • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

   • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

   Progression step 5

   • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

   • I can use sophisticated idiomatic language and appropriate register in a range of contexts.

   • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

3. Planning, drafting and refining work

   Assessed: In coursework (non-examination assessment, NEA)

   The NEA units expect extended responses developed over time through planning, drafting, evaluating and refining, and Unit 5 requires learners to plan and organise their work and prepare for discussion.

   Literacy: Proofreading, editing and improving, Planning and organising for different purposes, audiences and context

   Getting pupils ready

   Year 7

   Pupils plan a story opening with a five box plan, draft it, then redraft one paragraph after a partner marks two strong words and one unclear sentence.

   Year 8

   Pupils draft a review of a class text, proofread it aloud to a partner, and submit the first and final drafts with the changes highlighted.

   Year 9

   Pupils complete a 400 to 500 word speech over three lessons, planning, drafting and refining it from written teacher feedback, as practice for Unit 3 Task B conditions.

   Show the specification wording and the LNF statements

   Where it is in the specification: Unit 2, Section 2.2, page 17 (also Unit 3, Section 3.3, page 19; Unit 5, Sections 5.3 and 5.4, page 27)

   “develop extended responses over a period of time, through planning, drafting, evaluating and refining work”

   Progression step 3

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

   • I can explore different ways to plan, draft and present my work appropriately.

   Progression step 4

   • I can improve writing through independent review and redrafting.

   • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

   Progression step 5

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

   • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

Source: WJEC GCSE English Language and Literature (Single and Double Award) specification, Version 5, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024.