OCR GCSE ENGLISH LITERATURE

The topics listed below are for OCR GCSE English Literature, with exam codes: – J352 The list provides everything you need for your OCR GCSE English Literature exam, with topics broken in to the headings given by the exam board. More information is available here

[https://www.ocr.org.uk/qualifications/gcse/english-literature-j352-from-2015/specification-at-a-glance/] For samples questions and papers, please click this linkL

[https://www.ocr.org.uk/qualifications/gcse/english-literature-j352-from-2015/assessment/]

Everything you need to know about your GCSE (9-1) English Literature specifications can be found here.

Content of Exploring modern and literary heritage texts (01)

Section A: Exploring modern and literary heritage texts (01)

Text choice

Modern prose or drama
Choice of one set text from:

Anita and Me – Meera Syal
Never Let Me Go – Kazuo Ishiguro
Animal Farm – George Orwell
An Inspector Calls – J. B. Priestley
My Mother Said I Never Should – Charlotte Keatley
DNA – Dennis Kelly

Content

Centres study one set text from the list, either prose or drama. Learners develop comprehension skills. Learners learn to articulate their understanding of aspects of plot, characterisation, events and settings and to distinguish between literal and implied meaning. Learners develop critical reading skills. Learners engage personally with texts, including with those written for performance and build confidence in their abilities to sustain an individual response which is supported and justified.

Learners should be able to:

reflect critically and evaluatively on their reading. Learners are expected to respond to some of the following:

themes, ideas and issues
characters and relationships
language
social and/or cultural contextual factors.
pay attention to the details of a text: (understanding the significance of a word, phrase or sentence in context)
demonstrate the ability to read at a literal level and also explore deeper implications
explain motivation, sequence of events and the relationship between actions or events.
identify and interpret key themes
make an informed personal response, justifying a point of view by referring closely to evidence in the text
reflect critically and evaluatively on a text, using an understanding of context to inform reading

Text choice

Modern prose or drama

Content

Learners reflect on the contexts in which texts are set, for example, those relating to social and cultural situations or experiences.
Learners look at literary contexts in reading, for example, use of symbolism or allegory for effect.
Learners develop their own viewpoints supported by textual evidence and recognising that there are different interpretations that other readers could make.
Learners analyse and evaluate how language, form and structure inform and impact on their reading of texts.
Learners will require knowledge and understanding of grammatical features and literary and linguistic terminology, including (but not restricted to), phrase, metaphor, meter, irony and persona in order to support their views about the text with insight and precision.
Learners develop critical and comparative understanding of texts.
Learners should explore modern literature more widely, through reading a diverse range of modern prose or drama extracts and texts.
Learners engage with different texts and begin to discover how understanding of one text is illuminated by its relationship with another. This prepares them for making comparisons between their studied text (printed extract) and a thematically linked unseen modern, same-genre extract in
the exam.

Learners should be able to:

recognise and evaluate the possibility of different valid responses to a text.
explain and illustrate how choice of language shapes meaning
analyse how the writer uses language, form and structure to create effects and impact
use relevant subject terminology accurately to support their views.
in order to enhance their understanding of themes, characters, settings, contexts (where known) and literary styles, learners make connections and contrasts between texts, comparing features and qualities.

Text choice

Modern prose or drama

Content

Learners develop writing skills. Learners make a sustained, informed personal response to their reading. They are able to write effectively about literature for different purposes, including writing to describe, explain, summarise, argue, analyse and evaluate. Learners craft their writing and create impact through careful selection and emphasis of key points, interwoven with textual evidence to back up their understanding and ideas.

Learners should be able to:

produce clear and coherent pieces of extended writing
select and emphasise key points and ideas for a particular purpose
develop and maintain a consistent viewpoint
use textual references and quotations effectively to support views
use accurate Standard English and spelling, punctuation and grammar.

Section B: Exploring modern and literary heritage texts (01)

Text choice

19th century prose Choice of one set text from:

Great Expectations – Charles Dickens
Pride and Prejudice – Jane Austen
The War of the Worlds – H G Wells
The Strange Case of Dr Jekyll and Mr Hyde – Robert Louis Stevenson
Jane Eyre – Charlotte Brontë
A Christmas Carol – Charles Dickens.

Content

Centres study one set text from the five 19th century prose set texts that include a range of classics. Learners develop comprehension skills. Learners articulate their understanding of key aspects of plot, characterisation, events and settings and learn to differentiate between literal and implied meaning. Learners develop critical reading skills.

Learners engage personally with 19th century texts of enduring appeal and build confidence in their abilities to sustain an individual response which is supported and justified.

Learners reflect on relevant social, historical or cultural contexts – for example, social customs and attitudes, or literary contexts – for example, generic features of science fiction or the Gothic. Learners develop their own viewpoints supported by textual evidence and at the same time recognise that there are different interpretations that other readers could make.

Learners should be able to:

reflect critically and evaluatively on their reading. Learners are expected to respond to some of the following:

themes, ideas and issues
atmosphere and emotion
plot development
characters and relationships
language
relevant social, historical or cultural contexts, or literary contexts such as genre.
pay attention to the details of a text: understanding the significance of a word, phrase or sentence in context
demonstrate the ability to read at a literal level and also explore deeper implications
explain motivation, sequence of events and the relationship between actions or events.
identify and interpret key themes
make an informed personal response, justifying a point of view by referring closely to evidence in the text
reflect critically and evaluatively on a text, using an understanding of context to inform reading
recognise and evaluate the possibility of different valid responses to a text.

Text choice

19th century prose

Content

Learners analyse and evaluate how language, form and structure inform and impact on their reading of texts.

Learners will require knowledge and understanding of grammatical features and literary and linguistic terminology, including (but not restricted to), phrase, metaphor, meter, irony and persona, in order to support their views about the text with insight and precision. Learners develop writing skills.

Learners make a sustained, informed personal response to their reading. They write effectively about literature for different purposes, including writing to describe, explain, summarise, argue, analyse and evaluate.

Learners craft their writing and create impact through careful selection and emphasis of key points, interwoven with textual evidence to back up their understanding and ideas.

Learners should be able to:

explain and illustrate how choice of language shapes meaning
analyse how the writer uses language, form and structure to create effects and impact
use relevant subject terminology accurately to support their views.
produce clear and coherent pieces of extended writing
select and emphasise key points and ideas for a particular purpose
develop and maintain a consistent viewpoint
use textual references and quotations effectively to support views
use accurate Standard English and spelling, punctuation and grammar.

Content of Exploring poetry and Shakespeare (02)

Section A: Exploring poetry and Shakespeare (02)

Text choice

Poetry across time Choice of one themed poetry cluster from the OCR Poetry Anthology:
• Love and Relationships
• Conflict
• Youth and Age.

Content
There is a choice of three thematic poetry clusters for study in the OCR Poetry Anthology, each comprising a diverse range of poems since 1789 drawn from modern and literary heritage poets and covering different styles, poetic genres and thematic elements. Learners develop comprehension skills. Learners take a skills-based approach to engaging with and responding critically to a variety of poetry. Learners explore how poets use key features to present ideas, themes and settings and learning to differentiate between literal and implied meaning.

Learners should be able to:
reflect critically and evaluatively on their reading. Learners are expected to respond to some of the following:

themes, ideas and issues
atmosphere, tone and attitude
appeal to the senses
language
imagery
form and structure
pay attention to the details of a text: understanding the significance of a word, phrase or sentence in context
demonstrate the ability to read at a literal level and also explore deeper implications
explain motivation, sequence of events and the relationship between actions or events.

Text choice

Poetry across time

Content

Learners develop critical reading skills. Learners engage personally with their reading and build confidence in their abilities to sustain an individual response to texts which is supported and justified and recognise that there are different interpretations that other readers could make.

Learners analyse and evaluate how language, form and structure inform and impact on their reading of poetry.

Learners will require knowledge and understanding of grammatical and structural features and literary and linguistic terminology, including (but not restricted to) rhyming pattern, stanza form and imagery in order to support their views about the text with insight and precision.

Learners develop their critical and comparative understanding of texts.

Learners engage with a range of poems to discover how understanding of one poem is illuminated by its relationship with another. This prepares them for making comparisons between a studied poem from their poetry cluster and a thematically linked unseen poem in the exam.

Learners should be able to:

identify and interpret key themes
make an informed personal response, justifying a point of view by referring closely to evidence in the text
recognise and evaluate the possibility of different valid responses to a text.
explain and illustrate how vocabulary choices and structural features shape meaning
analyse how the writer uses language (including figurative language), form and structure to create effects and impact
use relevant subject terminology accurately to support their views.
in order to enhance their understanding of themes, settings and literary styles, learners make connections and contrasts between poems, comparing features and qualities.

Text choice

Poetry across time

Content

Learners should be able to:

produce clear and coherent pieces of extended writing
select and emphasise key points and ideas for a particular purpose
develop and maintain a consistent viewpoint
use textual references and quotations effectively to support views
use accurate Standard English and spelling, punctuation and grammar.

Section B: Exploring poetry and Shakespeare (02)

Text choice

Shakespeare Choice of one play from:

Romeo and Juliet
The Merchant of Venice
Macbeth
Much Ado About Nothing.

Where an extract is printed on the question paper it will be taken from the The Complete Works of William Shakespeare: The Alexander Text (Collins Classics). Centres are free to use any edition of their chosen Shakespeare text but should avoid using heavily edited editions

Content

Centres study one set text from a choice of four Shakespeare plays.

Learners develop comprehension skills. Learners articulate their understanding of aspects of plot, characterisation, events and settings and to distinguish between literal and implied meaning.

Learners develop critical reading skills, learners engage personally with texts clearly written for performance and build confidence in their abilities to sustain an individual response which is supported and justified.

Learners reflect on relevant social, historical or cultural contexts – for example, social customs and attitudes. Learners develop their own viewpoints supported by textual evidence, whilst at the same time recognising that there are different interpretations that other readers could make.

Learners should be able to:

reflect critically and evaluatively on their reading. Learners are expected to respond to some of the following:

themes, ideas and issues
atmosphere and emotion
plot development
characters and relationships
language
dramatic effects
relevant social, historical or cultural contexts as demonstrated in the play.
pay attention to the details of a text: understanding the significance of a word, phrase or sentence in context
demonstrate the ability to read at a literal level and also explore deeper implications
explain motivation, sequence of events and the relationship between actions or events.
identify and interpret key themes
make an informed personal response, justifying a point of view by referring closely to evidence in the text
reflect critically and evaluatively on a text, using an understanding of context to inform reading

• recognise and evaluate the possibility of different valid responses to a text.

Text choice

Shakespeare

Content

Learners analyse and evaluate how language, form and structure inform and impact on their reading of texts, including use of dramatic devices to engage and entertain an audience.

Learners craft their writing and create impact through careful selection and emphasis of key points, interwoven with textual evidence to back up their understanding and ideas.

Learners should be able to:

explain and illustrate how choice of language shapes meaning
analyse how the writer uses language, form and structure to create effects and impact
use relevant subject terminology accurately to support their views.
produce clear and coherent pieces of extended writing
select and emphasise key points and ideas for a particular purpose
develop and maintain a consistent viewpoint
use textual references and quotations effectively to support views
use accurate Standard English and spelling, punctuation and grammar.

OCR GCSE ENGLISH LITERATURE

Content of Exploring modern and literary heritage texts (01)

Section A: Exploring modern and literary heritage texts (01)

Section B: Exploring modern and literary heritage texts (01)

Content of Exploring poetry and Shakespeare (02)

Section A: Exploring poetry and Shakespeare (02)

Section B: Exploring poetry and Shakespeare (02)

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Singapore: 3159 5139
South Africa: 087 550 1935
USA, UAE & Australia: +44 208 570 9113
Irleand and Europe: +44 208 577 0088
Call for free Via What's App: +44 788 667 3220

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Email: [email protected]