Exam (elaborations)
Pearson edexcel level 1 level 2 gcse 9 1 in english literature 1et0
Pearson edexcel level 1 level 2 gcse 9 1 in english literature 1et0
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GCSE (9-1)English Literature
Specification
Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Literature (1ET0)
First teaching from September 2015
First certification from June 2017 Issue 2
,Edexcel, BTEC and LCCI qualifications
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Original origami artwork: Mark Bolitho
Origami photography: Pearson Education Ltd/Naki Kouyioumtzis
ISBN 978 1 446 91435 9
All the material in this publication is copyright
© Pearson Education Limited 2019
,Summary of Pearson Edexcel Level 1/Level 2 GCSE
(9-1) in English Literature specification
Issue 2 changes
Summary of changes made between previous issue and this current Page
issue number
Component 1
We have added four new diverse texts to the prescribed texts list for post-
1914 Literature: two British plays and two British novels. These are:
● play: The Empress, Tanika Gupta
3, 8
● play: Refugee Boy, Benjamin Zephaniah (adapted for the stage by Lemm
Sissay)
● novel: Coram Boy, Jamila Gavin
● novel: Boys Don’t Cry, Malorie Blackman.
Component 2
5, 10,
We have added a new poetry collection on ‘Belonging’ into the Poetry
31
Anthology.
Breakdown of Assessment Objectives table
In line with the addition of new texts – this table has been updated to include 16
the new question numbers.
If you need further information on these changes or what they mean, contact us via
our website at: qualifications.pearson.com/en/support/contact-us.html.
, From Pearson’s Expert Panel for World Class Qualifications
“The reform of the qualifications system in England is a profoundly important
change to the education system. Teachers need to know that the new qualifications
will assist them in helping their learners make progress in their lives.
When these changes were first proposed we were approached by Pearson to join an
‘Expert Panel’ that would advise them on the development of the new qualifications.
We were chosen, either because of our expertise in the UK education system, or
because of our experience in reforming qualifications in other systems around the
world as diverse as Singapore, Hong Kong, Australia and a number of countries
across Europe.
We have guided Pearson through what we judge to be a rigorous qualification
development process that has included:
• Extensive international comparability of subject content against the highest-
performing jurisdictions in the world
• Benchmarking assessments against UK and overseas providers to ensure that
they are at the right level of demand
• Establishing External Subject Advisory Groups, drawing on independent subject-
specific expertise to challenge and validate our qualifications
• Subjecting the final qualifications to scrutiny against the DfE content and Ofqual
accreditation criteria in advance of submission.
Importantly, we have worked to ensure that the content and learning is future
oriented. The design has been guided by what is called an ‘Efficacy Framework’,
meaning learner outcomes have been at the heart of this development throughout.
We understand that ultimately it is excellent teaching that is the key factor to a
learner’s success in education. As a result of our work as a panel we are confident
that we have supported the development of qualifications that are outstanding for
their coherence, thoroughness and attention to detail and can be regarded as
representing world-class best practice.
”
Sir Michael Barber (Chair) Professor Lee Sing Kong
Chief Education Advisor, Pearson plc Director, National Institute of
Education, Singapore
Bahram Bekhradnia Professor Jonathan Osborne
President, Higher Education Policy Institute Stanford University
Dame Sally Coates Professor Dr Ursula Renold
Principal, Burlington Danes Academy Federal Institute of Technology,
Switzerland
Professor Robin Coningham Professor Bob Schwartz
Pro-Vice Chancellor, University of Durham Harvard Graduate School of Education
Dr Peter Hill
Former Chief Executive ACARA
All titles are correct as of May 2014.
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