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A Level English Literature Specification / Specification Pearson Edexcel Level 3 Advanced GCE in English Literature (9ET0) - Summary of Pearson Edexcel Level 3 Advanced GCE in English Literature specification Issue 7 changesR141,24
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A Level English Literature Specification / Specification Pearson Edexcel Level 3 Advanced GCE in English Literature (9ET0) - Summary of Pearson Edexcel Level 3 Advanced GCE in English Literature specification Issue 7 changes
A Level English Literature Specification / Specification Pearson Edexcel Level 3 Advanced GCE in English Literature (9ET0) - Summary of Pearson Edexcel Level 3 Advanced GCE in English Literature specification Issue 7 changes
Specification
Pearson Edexcel Level 3 Advanced GCE in English Literature (9ET0)
First teaching from September 2015
First certification from 2017 Issue 7
,About Pearson
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References to third party materials made in this specification are made in good
faith. Pearson does not endorse, approve or accept responsibility for the content of
materials, which may be subject to change, or any opinions expressed therein.
(Materials may include textbooks, journals, magazines and other publications and
websites.)
All information in this specification is correct at time of publication.
Original origami artwork: Mark Bolitho
Origami photography: Pearson Education Ltd/Naki Kouyioumtzis
,Summary of Pearson Edexcel Level 3 Advanced GCE in
English Literature specification Issue 7 changes
Summary of changes made between previous issue and this current Page
issue number
Component 1 Drama: Other Drama
We will be removing the following post-1900 texts:
● The Home Place, Brian Friel
● The Pitman Painters, Lee Hall
The last assessment opportunity for these texts will be Summer 2023.
These two new post-1900 texts have been added:
6, 12
● Les Blancs, Lorraine Hansberry and 54
● Sweat, Lynn Nottage
These new texts will be for first teaching from September 2022 and first
assessment in Summer 2024.
We have removed the tragedy/comedy labels for other drama texts
(these still remain in place for the Shakespeare texts).
Learning outcomes – the following has been removed from this section as
connections are not required:
show knowledge and understanding of a range of literary texts and make 11
connections and explore the relationships between texts
Component 2 Prose
We will be removing the following post-1900 texts:
● A Passage to India, E M Forster (Colonisation and its Aftermath)
● The Murder Rooms, P D James (Crime and Detection)
The last assessment opportunity for these texts will be Summer 2023. 7, 15
and 54
These two new post-1900 texts have been added:
● Home Fire, Kamila Shamsie (Colonisation and its Aftermath)
● The Cutting Season, Attica Locke (Crime and Detection)
These new texts will be for first teaching from September 2022 and first
assessment in Summer 2024.
Malpractice
The email address given under the candidate malpractice section has been 38
updated and the postal address under the staff/centre malpractice section
has been removed.
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
May 2014
“ 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 correct as at May 2014
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