Qualification

Accredited
Oxford Cambridge and RSA

A LEVEL
Specification

ENGLISH
LITERATURE
H472
For first assessment in 2017
H418
For first assessment 2022

Version 1.3 (October 2024) ocr.org.uk/alevelenglishliterature

Disclaimer Specifications are updated over time. Whilst every effort is made to check all
documents, there may be contradictions between published resources and the
specification, therefore please use the information on the latest specification at
all times. Where changes are made to specifications these will be indicated within
the document, there will be a new version number indicated, and a summary
of the changes. If you do notice a discrepancy between the specification and a
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 Contents
Introducing…A Level in English Literature (from September 2015) ii
Teaching and learning resources iii
Professional Development iv
1 Why choose an OCR A Level in English Literature? 1
1a. Why choose an OCR qualification? 1
1b. Why choose an OCR A Level in English Literature? 2
1c. What are the key features of this specification? 2
1d. How do I find out more information? 2
2 The specification overview 3
2a. Overview of A Level in English Literature (H472) 3
2b. Content of A Level in English Literature (H472) 4
2c. Content of Drama and poetry pre-1900 (Component 01) 5
2c. Content of Comparative and contextual study (Component 02) 7
2d. Content of non‑exam assessment in A Level in English Literature (Component 03) 9
2e. Prior knowledge, learning and progression 11
3 Assessment of OCR A Level in English Literature 12
3a. Forms of assessment 12
3b. Assessment objectives (AO) 14
3c. Total qualification time 15
3d. Qualification availability outside of England 15
3e. Language 15
3f. Assessment availability 15
3g. Retaking the qualification 15
3h. Assessment of extended responses 15
3i. Non‑exam assessment 16
3j. Non‑exam assessment marking criteria for: Task 1 Close reading 18
3k. Non‑exam assessment marking criteria for: Task 1 Re-creative writing 21
3l. Non‑exam assessment marking criteria for: Task 2 Comparative essay 24
3m. Synoptic assessment 28
3n. Calculating qualification results 28
4 Admin: what you need to know 29
4a. Pre-assessment 29
4c. External assessment arrangements 30
4d. Non‑exam assessment 30
4e. Results and certificates 33
4f. Post-results services 33
4g. Malpractice 33
5 Appendices 34
5a. Overlap with other qualifications 34
5b. Avoidance of bias 34
5c. Component 01 – Drama and poetry pre-1900 selected poems 35
5d. Component 02 – Comparative and contextual study core and suggested set texts 36
5e. Literature post-1900 (Non‑exam assessment component) suggested texts 39
5f. Literature post-1900 text(s) and task(s) tool 41
Summary of updates 42
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A Level in English Literature i
Introducing…
A Level in English Literature (from September 2015)
The aims of this specification are to encourage learners Contact the team
to develop their interest in and enjoyment of literature
We have a dedicated team of people working on our A
and literary studies as they:
Level English Literature qualifications.
• read widely and independently both set
If you need specialist advice, guidance or support, get
texts and others that they have selected
in touch as follows:
for themselves
• engage critically and creatively with a • 01223 553998
substantial body of texts and ways of • [email protected]
responding to them
• @OCR_english
• develop and effectively apply their
knowledge of literary analysis and
evaluation in writing
• explore the contexts of the texts they are
reading and others’ interpretations.

Version 1.3 © OCR 2024

ii A Level in English Literature
Teaching and learning resources
We recognise that the introduction of a new Plenty of useful resources
specification can bring challenges for implementation
and teaching. Our aim is to help you at every stage and You’ll have four main types of subject-specific teaching
we’re working hard to provide a practical package of and learning resources at your fingertips:
support in close consultation with teachers and other
• Delivery Guides
experts, so we can help you to make the change.
• Transition Guides
Designed to support progression for all
• Topic Exploration Packs
Our resources are designed to provide you with a
range of teaching activities and suggestions so you can • Lesson Elements.
select the best approach for your particular students.
Along with subject-specific resources, you’ll also have
You are the experts on how your students learn and
access to a selection of generic resources that focus
our aim is to support you in the best way we can.
on skills development and professional guidance for
We want to… teachers.

• Support you with a body of knowledge Skills Guides – we’ve produced a set of Skills Guides
that grows throughout the lifetime of the that are not specific to English Literature, but each
specification covers a topic that could be relevant to a range
of qualifications – for example, communication,
• Provide you with a range of suggestions so legislation and research. Download the guides at
you can select the best activity, approach ocr.org.uk/skillsguides
or context for your particular students
Active Results – a free online results analysis service
• Make it easier for you to explore and to help you review the performance of individual
interact with our resource materials, in students or your whole school. It provides access to
particular to develop your own schemes detailed results data, enabling more comprehensive
of work analysis of results in order to give you a more accurate
• Create an ongoing conversation so we can measurement of the achievements of your centre and
develop materials that work for you. individual students. For more details refer to ocr.org.
uk/activeresults.

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A Level in English Literature iii
Professional Development
Take advantage of our improved Professional These events are designed to help prepare you for first
Development Programme, designed with you in mind. teaching and to support your delivery at every stage.
Whether you want to look at our new digital training or
search for training materials, you can find what you’re Watch out for details at cpdhub.ocr.org.uk.
looking for all in one place at the CPD Hub.
To receive the latest information about the training
An introduction to the new specifications we’ll be offering, please register for A level email
updates at ocr.org.uk/updates
We’ll be running events to help you get to grips with
our A Level English Literature qualification.

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iv A Level in English Literature
1 Why choose an OCR A Level in English
Literature?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that We provide a range of support services designed to
you’re working with one of the UK’s leading exam help you at every stage, from preparation through to
boards. Our new A Level in English Literature course
has been developed in consultation with teachers,
the delivery of our specifications. This includes:
1
employers and Higher Education to provide students • A wide range of high-quality creative resources
with a qualification that’s relevant to them and meets including:
their needs. o Delivery Guides
We’re part of the Cambridge Assessment Group, o Transition Guides
Europe’s largest assessment agency and a department
of the University of Cambridge. Cambridge Assessment o Topic Exploration Packs
plays a leading role in developing and delivering
o Lesson Elements
assessments throughout the world, operating in over
150 countries. o …and much more.

We work with a range of education providers, including • Access to Subject Advisors to support you
schools, colleges, workplaces and other institutions through the transition and throughout the
in both the public and private sectors. Over 13,000 lifetimes of the specifications.
centres choose our A levels, GCSEs and vocational
• CPD/Training for teachers to introduce the
qualifications including Cambridge Nationals and
qualifications and prepare you for first teaching.
Cambridge Technicals.
• Active Results – our free results analysis service
Our specifications to help you review the performance of individual
We believe in developing specifications that help you students or whole schools.
bring the subject to life and inspire your students to All A level qualifications offered by OCR are accredited
achieve more. by Ofqual, the Regulator for qualifications offered
in England. The accreditation number for A Level in
We’ve created teacher-friendly specifications based on
English Literature is QN: 601/4725/8.
extensive research and engagement with the teaching
community. They’re designed to be straightforward
and accessible so that you can tailor the delivery of
the course to suit your needs. We aim to encourage
learners to become responsible for their own learning,
confident in discussing ideas, innovative and engaged.

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A Level in English Literature 1
 1b. Why choose an OCR A Level in English Literature?
OCR have created a rigorous, stimulating and The OCR A Level in English Literature allows learners
challenging qualification which allows freedom of to undertake independent and sustained studies
1 textual choice and includes elements of independent
study. The freedom within the non‑exam assessment
to deepen their appreciation and understanding of
literature, including its changing traditions.
component allows learners to pursue more detailed
work in a field of particular personal interest, offering
excellent preparation for study at undergraduate level.

Aims and learning outcomes

The aims of this specification are to encourage learners • engage critically and creatively with a substantial
to develop their interest in and enjoyment of literature body of texts and ways of responding to them
and literary studies as they:
• develop and effectively apply their knowledge of
• read widely and independently both set literary analysis and evaluation in writing
texts and others that they have selected for
• explore the contexts of the texts they are
themselves
reading and others’ interpretations of them.

1c. What are the key features of this specification?

This qualification will enable learners to: For teachers:

• explore and understand a wide range of texts • this A level has been designed to be
co-teachable with the OCR AS Level in English
• develop the valuable transferable skills of Literature qualification.
sustained research and composition
This English Literature specification will encourage
• have freedom of choice with regards to texts for learners to be inspired, motivated and challenged by
study in the non‑exam assessment component reading widely across a range of texts and developing
• choose to write creatively if they wish. their independent study skills. By A level, learners are
cultivating their own critical responses and engaging
with the richness of literature.

1d. How do I find out more information?

If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk
Ask a Subject Advisor:
If you are not already a registered OCR centre, you can
find out more information at: www.ocr.org.uk Email: [email protected]

Customer Contact Centre: 01223 553998

Teacher support: www.ocr.org.uk

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2 A Level in English Literature
2 The specification overview

2a. Overview of A Level in English Literature (H472)

Learners must complete all components (01, 02 and 03) to be awarded the A Level in English Literature.

Content Overview Assessment Overview

Drama and poetry

pre‑1900
2
Component 01 (01)* 40%
• Shakespeare Written paper
of total
60 marks
• Drama and poetry pre-1900 A level
Closed text
2 hours 30 minutes

Comparative and
Component 02 contextual study

• Close reading in chosen topic

(02)* 40%
area Written paper
of total
60 marks
• Comparative and contextual A level
study from chosen topic area Closed text
2 hours 30 minutes

Component 03 Literature post-1900

20%
• Close reading OR re-creative (03)*
writing piece with commentary. 40 marks of total
• Comparative essay* Non‑exam assessment A level

* Indicates synoptic assessment.

Learners who are retaking the qualification may carry forward their result for the non‑exam assessment
component.

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A Level in English Literature 3
 2b. Content of A Level in English Literature (H472)
The OCR A Level in English Literature qualification The OCR A Level in English Literature will require
will build on the knowledge, understanding and learners to develop judgement and independence
skills established at GCSE, introducing learners to the as they synthesise and reflect upon their knowledge
discipline of advanced literary studies, and requires and understanding of a range of literary texts and
reading of all the major literary genres of poetry, prose ways of reading them. It will require learners to show
and drama. knowledge and understanding of:

2 The OCR A Level in English Literature will extend • the ways in which writers shape meanings in
these studies in breadth and depth, further texts
developing learners’ ability to analyse, evaluate and
make connections. Learners are required to study a • the ways in which texts are interpreted by
minimum of eight texts at A level, including at least different readers, including over time
two examples of each of the genres of prose, poetry • the ways in which texts relate to one another
and drama across the course as a whole. and to literary traditions, movements and genres
This must include: • the significance of cultural and contextual
influences on readers and writers.
• at least three texts published before 1900,
including at least one text by Shakespeare The set texts will be reviewed after three years and
may be subject to change. If a text is to be removed
• at least one work first published or performed from the list and replaced with another text, centres
after 2000 will be notified a year in advance.
• at least one unseen text.

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4 A Level in English Literature
2c. Content of Drama and poetry pre-1900 (Component 01)
Learners are required to study one play by For Section 2, the texts have been chosen carefully so
Shakespeare which will be assessed in Section 1 of this that they illuminate one another and so that learners
component. In addition, learners are required to study are able to establish connections between their chosen
one pre-1900 drama text and one pre-1900 poetry text texts from the genres of drama and poetry. Learners
which will both be assessed in Section 2. are expected to demonstrate their appreciation of the
significance of cultural and contextual influences on

2
For Section 1, the Shakespeare plays have been the writers, readers and/or audiences and be able to
chosen carefully to ensure a varied selection for explore relationships between their chosen texts. This
both teachers and learners. This section requires section requires learners to read texts in a variety of
learners to demonstrate their detailed knowledge and ways and respond critically and creatively.
understanding of their chosen play.

Drama and poetry pre-1900

Section 1 set texts: Knowledge, skills and

Learners should be able to:
Shakespeare understanding
Learners study one Learners are required to • analyse ways in which Shakespeare
Shakespeare play. analyse the text in close detail, shapes meanings in the chosen play
The set texts for examination exploring Shakespeare’s use of including the function and effects of
until 2026 are: language and dramatic effects. structure, form and language
• Coriolanus Learners are required to • articulate informed, personal and
consider issues raised in a creative responses to the chosen
• Hamlet specific extract in relation to Shakespeare play, using associated
• Measure for Measure their understanding of the play concepts and terminology, and
• Richard III as a whole. coherent, accurate written expression
• The Tempest Learners are required to • explore the play informed by different
explore ways in which the interpretations
• Twelfth Night
chosen play is/has been • consider different interpretations
interpreted by different across time.
The set texts for first teaching audiences, including over time.
from 2025 and examination
from 2027 are:
• Hamlet
• King Lear
• Othello
• Richard III
• The Taming of the Shrew
• The Tempest

Where a passage 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.

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A Level in English Literature 5
 Section 2 set texts: Drama and Knowledge, skills and
Learners should be able to:
poetry pre-1900 understanding
Learners study one pre-1900 Learners are required to • demonstrate understanding of the
drama text: explore contrasts, connections significance and influence of contexts
• Christopher Marlowe: and comparisons between their in which the chosen texts were
Edward II chosen literary texts. written and received
• John Webster: • explore connections across the texts
Learners are required to
2 •
The Duchess of Malfi
Oliver Goldsmith:
explore ways in which texts
relate to each other and to
• articulate informed, personal and
creative responses to the chosen
She Stoops to Conquer literary traditions, movements texts, using associated concepts and
and genres. terminology, and coherent, accurate
• Henrik Ibsen: written expression
A Doll’s House Learners are required to • explore the texts informed by
• Oscar Wilde: understand the significance different interpretations.
An Ideal Husband of cultural and contextual
Learners study one pre-1900 influences on readers and
poetry text: writers.
• Geoffrey Chaucer: Learners are required to
The Merchant’s Prologue identify and consider how
and Tale attitudes and values are
• John Milton: Paradise Lost expressed in their chosen texts.
Books 9 & 10
• Samuel Taylor Coleridge:
Selected Poems*
• Alfred, Lord Tennyson:
Maud
• Christina Rossetti:
Selected Poems*

*Please see Appendix 5c for the selections of poetry by Coleridge and Rossetti.

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6 A Level in English Literature
2c. Content of Comparative and contextual study (Component 02)
There is a choice of five topics as follows: For the second text, learners may choose to study
the other core set text (listed in the table below) or
• American Literature 1880–1940 they may choose another text, from the same topic
• The Gothic area, from the list of suggested set texts. Please
see Appendix 5d for the complete list of core and
• Dystopia suggested set texts for this component. Centres should
• Women in Literature
design a balanced course for learners, avoiding overlap
between topics chosen for Comparative and contextual 2
• The Immigrant Experience. study and for the non‑exam assessment component.

Learners choose one topic and study at least two

whole texts in their chosen topic area, at least one of
which must be from the core set text list.

Comparative and contextual study

Topics: Knowledge, skills and

Learners should be able to:
Close reading understanding
Learners choose one topic: Learners are required to read • analyse ways in which writers shape
• American Literature widely and independently in meanings
1880–1940 their chosen topic of study. • demonstrate understanding of the
• The Gothic Learners are required to significance and influence of contexts
demonstrate close reading in which literary texts are written and
• Dystopia skills in analysing unseen prose received
• Women in Literature extracts. • articulate informed, personal and
• The Immigrant Experience Learners are required to creative responses using associated
identify and consider how concepts and terminology, and
attitudes and values are coherent, accurate written
expressed in unseen extracts. expression.
Learners are required to
communicate fluently,
accurately and effectively their
knowledge, understanding and
judgement of unseen extracts.

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A Level in English Literature 7
 Topics and set texts: Knowledge, skills and
Learners should be able to:
Comparative essay understanding
Learners study two whole Learners are required to • demonstrate understanding of the
texts, at least one must be explore contrasts, connections significance and influence of contexts
from the list below: and comparisons between in which the chosen texts were
different literary texts within written and received
the context of a specific topic • explore connections across the texts
American Literature area.
2 1880–1940
• F Scott Fitzgerald:
Learners are required to
• articulate informed, personal and
creative responses to the chosen
explore ways in which texts texts, using associated concepts and
The Great Gatsby relate to one another and to terminology, and coherent, accurate
• John Steinbeck: literary traditions, movements written expression
The Grapes of Wrath and genres.
• explore the texts informed by
Learners are required to different interpretations.
The Gothic explore ways in which texts
• Angela Carter: The Bloody are interpreted by different
Chamber and Other readers, including over time.
Stories Learners are required
• Bram Stoker: Dracula to use literary critical
concepts and terminology
with understanding and
Dystopia
discrimination.
• Margaret Atwood:
The Handmaid’s Tale
• George Orwell:
Nineteen Eighty-Four

Women in Literature
• Jane Austen:
Sense and Sensibility
• Virginia Woolf:
Mrs Dalloway

The Immigrant Experience

• Mohsin Hamid: The
Reluctant Fundamentalist
• Henry Roth: Call It Sleep

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8 A Level in English Literature
2d. Content of non‑exam assessment in A Level in English Literature
(Component 03)
Content of Literature post-1900

The aim of this internally assessed component is to It is the centre’s responsibility to ensure that all text
encourage individual study, interest and enjoyment of and task combinations for all learners are submitted
modern literature and for learners to develop: via the Literature post-1900 text(s) and task(s) tool

• an appreciation of how writers shape meanings

as part of the ‘tell us once’ approach. Centres are 2
advised to wait until they have received confirmation
in texts through use of language, imagery, form of approval from OCR before learners begin working on
and structure the tasks.
• an understanding of texts informed by an Centres are reminded of the text requirements for this
appreciation of different interpretations component:
• an ability to explore connections across texts,
• learners are required to study three literary texts
such as stylistic, thematic or contextual.
(one text for Task 1 and two texts for Task 2)
The texts and task titles for component 03, Literature
• the three texts must include one prose text, one
post-1900, should be chosen by the learner in
poetry text and one drama text
discussion with their teacher but all texts and task
titles must be approved for use by OCR. • the texts must have been first published or
performed in 1900 or later
Centres should use the Literature post-1900 text(s)
and task(s) tool to select text combinations and task • at least one of these texts must have been first
titles for use. The tool contains an extensive database published or performed in 2000 or later.
of pre-approved texts and tasks and we would advise
choosing from these lists where possible. The OCR Non Exam Assessment guide offers support
with structuring task titles so that they reflect the
You can access the Literature post-1900 text(s) and assessment requirements. https://www.ocr.org.
task(s) tool through the OCR website (see Appendix uk/Images/210249-non-exam-assessment-guide-
5f). There is no restriction on the number of learners component-03-literature-post-1900.pdf
choosing the same texts and/or task title. However,
this non‑exam assessment component should be Centres must use the Literature post-1900 text(s) and
seen as an opportunity for learners to develop their task(s) tool to submit their choices. The deadline for
independent skills of reading and research. It is submitting texts and task choices is 31st January of the
therefore advisable to create opportunities for learners year of assessment.
to exercise some choice of texts and/or tasks for study.

If you cannot find a suitable text and/or task for

learners on the pre-approved lists, you can use the
Literature post-1900 text(s) and task(s) tool to propose
additional texts and/or tasks for approval.

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A Level in English Literature 9
 Literary texts requirements:

Learners are required to study three literary texts. The This non‑exam assessment component should be
three texts must include one prose text, one poetry seen as an opportunity for learners to develop their
text and one drama text: independent skills of reading and research. It is
therefore advisable to create opportunities for learners
• the texts must have been first published or to exercise some choice of texts and task titles for
performed in 1900 or later study.

2 • at least one of these texts must have been first

published or performed in 2000 or later.
Learners may not study A level examination set
texts for the non‑exam assessment component. This
Centres and learners must select texts in groupings includes all set texts for Component 01 and the ten
that facilitate links or contrasts, in order to develop core set texts for Component 02. The suggested set
the ability to explore how texts illuminate and connect texts for Component 02 may be used for non‑exam
with each other. Texts should be selected on the basis assessment, unless they are being studied for the
of offering learners a range of work of literary merit examination.
and significance. Learners must not study texts in
translation for this component.

Centres and learners are free to choose their own

texts for this non‑exam assessment component.
For suggested reading and groupings, please see
Appendix 5e bearing in mind the criteria above.

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10 A Level in English Literature
 Literature post-1900 requirements:

Knowledge, skills and

Task Learners should be able to:
understanding
Close reading OR Re-creative Learners are required to • analyse ways in which meanings are
writing with commentary. demonstrate close reading shaped in the chosen literary text
Both of these tasks must be skills. • articulate informed, personal and
based on one literary text. Learners are required to
identify and consider how
creative responses to the chosen
literary text, using associated 2
attitudes and values are concepts and terminology, and
expressed in the chosen text. coherent accurate written expression.
Learners are required to
communicate fluently,
accurately and effectively their
knowledge, understanding and
judgement of the chosen text.
Comparative essay Learners are required to • articulate informed, personal and
explore the contexts of the creative responses to the chosen
texts they are reading and literary texts, using associated
This task must be based on two others’ interpretations of them. concepts and terminology, and
literary texts. coherent, accurate written expression
Learners are required to
explore connections across the • analyse ways in which meanings are
texts. shaped in the chosen literary texts
Learners are required to • demonstrate understanding of the
identify and consider how significance and influence of the
values are expressed in texts. contexts in which the chosen literary
Learners are required to draw texts are written and received
on their understanding of • explore connections across the
different interpretations in chosen literary texts
responding to and evaluating • explore the chosen literary texts
the chosen texts. informed by different interpretations.
Learners are required to
communicate fluently,
accurately and effectively their
knowledge, understanding and
judgement of texts.

2e. Prior knowledge, learning and progression

Learners in England who are beginning an A level OCR’s A Level in English Literature qualification offers
course are likely to have followed a Key Stage 4 clear progression from OCR’s GCSE (9–1) in English
programme of study. Although not a prerequisite for Literature in such areas as comparative study of texts,
this specification, it is recommended that, at the start Shakespeare and exploration of the unseen.
of the course, learners should have studied either
GCSE English Language or GCSE English Literature, or This course will enable learners to progress to Higher
an equivalent qualification. Education or directly to employment. There are a
number of English specifications at OCR. Find out more
at: www.ocr.org.uk.

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A Level in English Literature 11
 3 Assessment of OCR A Level in English
Literature
3a. Forms of assessment
The assessment of the OCR A Level in English Literature The Comparative and contextual study component
is split into three components: two examined covers two prose texts and one unseen text. The
components each worth 40% of the qualification and non‑exam assessment component covers three
one non‑exam assessment component worth 20%. The post‑1900 texts: one prose, one poetry and one drama
Drama and poetry pre-1900 examination covers three including one post-2000 text. This gives a full coverage
pre-1900 texts: Shakespeare, drama pre-1900 and of the subject content.
poetry pre-1900.

Drama and poetry pre-1900 (Component 01)

3 Drama and poetry pre-1900 is an externally assessed play and assesses AO2 and AO1. The second part of the
written examination testing all of the Assessment question, worth 15 marks, asks learners to consider
Objectives (AOs), AO1, AO2, AO3, AO4 and AO5, a proposition using their knowledge of the play as a
through the analysis of set texts. It represents whole and assesses AO1 and AO5.
60 marks which is 40% of the marks for A level.
The focus of Section 2 is the study of one drama text
There are two sections to this component: Section 1: and one poetry text. There will be a choice of six
Shakespeare, and Section 2: Drama and poetry questions, each with a different thematic or literary
pre‑1900. The examination is closed text. focus. Learners must choose one question worth
30 marks and base their answer on a comparative
The focus of Section 1 is the study of one Shakespeare study with substantial discussion of both texts. In their
play. Learners will answer one question worth answers learners must refer to one drama text and one
30 marks on the play they have studied. The question poetry text from the lists of texts set for this section.
is divided into two parts. The first part, worth Answers will be assessed for AO3, AO4, AO1 and AO5.
15 marks, requires close analysis of an extract from the

Comparative and contextual study (Component 02)

Comparative and contextual study is an externally For Task 1: Close reading, there will be one unseen
assessed written examination testing AO1, AO2, AO3, prose extract to analyse per topic area and the task will
AO4 and AO5 through the analysis of set texts. It be worth 30 marks. Answers will be assessed for AO2,
represents 60 marks which is 40% of the marks for AO1 and AO3.
A level. The examination is closed text.
For Task 2: Comparative essay, there will be a choice of
Learners choose one topic and study two whole texts three questions, one related to each of the two core
in the topic area, at least one of which must be on the set texts for the topic area and one general question
core set text list for the topic. which will not name a set text. Learners choose one
question worth 30 marks and write an essay comparing
This component is split into the following topic areas: two whole texts, at least one of which must come from
American Literature 1880–1940; The Gothic; Dystopia; the core set text list for the component. The other
Women in Literature; and The Immigrant Experience. text may come from the list of suggested set texts
(see Appendix 5d). Learners will be expected to range
across the texts in their responses. Answers will be
assessed for AO3, AO4, AO1 and AO5.

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12 A Level in English Literature
Literature post-1900 (Component 03)

Learners are required to produce two tasks for their It represents 40 marks which is 20% of the marks for
non‑exam assessment. The suggested word length for A level. For Task 1, learners can select to do either:
the non‑exam assessment is 3000 words, excluding Close reading or Re-creative writing with commentary.
quotations, task titles, footnotes and bibliography.

Task 1: Close reading

A close, critical analysis of a section of their chosen lines of poetry are recommended. Any selection made
text or an individual poem selected from an anthology from poetry should be either a single poem or one
or collection. Learners are recommended to select a extract from a longer poem. The recommended word
manageable section of text. Approximately three to
four continuous pages of prose or drama or up to 45
length is 1000 words, excluding quotations. 3
OR

Task 1: Re-creative writing with commentary

An item of re-creative writing based on a selected Both of these tasks must be based on one literary
passage or poem from their chosen text, with a text. This task is worth 15 marks and answers will be
commentary explaining the links between the learner’s assessed for AO2 and AO1.
own writing and the original passage selected. The
recommended word length for the re-created piece is A learner will not be specifically penalised for
350–400 words with a commentary of 600–650 words, exceeding the word count; however, any response
excluding quotations. For both options, learners are that significantly differs from the word count will be
required to include a copy of their chosen passage or self-penalising either by not demonstrating the AOs to
poem when they submit their non‑exam assessment. the required level or through lacking coherence and
concision.

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A Level in English Literature 13
 Task 2: Comparative essay

For Task 2, learners are required to submit an essay The recommended word length for this task is 2000
which explores contrasts and comparisons between words, excluding quotations, task title, footnotes and
two texts, informed by different interpretations and an bibliography. This task is worth 25 marks and answers
understanding of contexts. will be assessed for AO1, AO2, AO3, AO4 and AO5.

Quotations from secondary sources, whether different A learner will not be specifically penalised for
interpretations or contextual material, must be exceeding the word count; however, any response
acknowledged by footnotes and a bibliography. This that significantly differs from the word count will be
task must be based on two literary texts. self-penalising either by not demonstrating the AOs to
the required level or through lacking coherence and
concision.
3
3b. Assessment objectives (AO)
There are five assessment objectives in the OCR These are detailed in the table below. Learners are
A Level in English Literature. expected to demonstrate their ability to:

Assessment Objective

Articulate informed, personal and creative responses to literary texts, using associated
AO1
concepts and terminology, and coherent, accurate written expression.

AO2 Analyse ways in which meanings are shaped in literary texts.

Demonstrate understanding of the significance and influence of the contexts in which literary
AO3
texts are written and received.

AO4 Explore connections across literary texts.

AO5 Explore literary texts informed by different interpretations.

AO weightings in A Level in English Literature

The relationship between the assessment objectives and the components is shown in the following table.

% of A level
Component
AO1 AO2 AO3 AO4 AO5 Total
Drama and poetry pre-1900 (H472/01) 10% 7.5% 10% 5% 7.5% 40%
Comparative and contextual study (H472/02) 5% 15% 12.5% 5% 2.5% 40%
Literature post-1900 (H472/03) 5% 7.5% 2.5% 2.5% 2.5% 20%
20% 30% 25% 12.5% 12.5% 100%

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14 A Level in English Literature
3c. Total qualification time
Total qualification time (TQT) is the total amount of and assessment. The total qualification time for A
time, in hours, expected to be spent by a learner to Level English Literature is 360 hours. The total guided
achieve a qualification. It includes both guided learning learning time is 360 hours.
hours and hours spent in preparation, study,

3d. Qualification availability outside of England

This qualification is available in England. For Wales Northern Ireland Entitlement Framework Qualifications
and Northern Ireland please check the Qualifications Accreditation Number (NIEFQAN) list to see current
in Wales Portal (QIW) or the Northern Ireland availability.
Department of Education Performance Measures/ 3
3e. Language
This qualification is available in English only. All
assessment materials are available in English only and
all candidate work must be in English.

3f. Assessment availability

There will be one examination series available This specification will be certificated from the June
each year in May/June to all learners. All examined 2017 examination series onwards.
components must be taken in the same examination
series at the end of the course.

3g. Retaking the qualification

Learners can retake the qualification as many times non-exam assessment (NEA) or carry forward (re-use)
as they wish. Learners must retake all examined their most recent result (see Section 4d).
components but they can choose to either retake the

3h. Assessment of extended responses

The assessment materials for this qualification provide Extended responses are assessed by AO1 which
learners with the opportunity to demonstrate their requires learners to ‘articulate informed, personal and
ability to construct and develop a sustained and creative responses to literary texts, using associated
coherent line of reasoning and marks for extended concepts and terminology, and coherent, accurate
responses are integrated into the marking criteria. written expression’ and credit may be restricted if
communication is unclear.

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A Level in English Literature 15
 3i. Non‑exam assessment
There are two tasks for component 03, Literature post- The non‑exam assessment component will be
1900. Task 1 will be assessed for AO1 and AO2, with AO2 internally assessed and externally moderated.
dominant. Task 2 will be assessed for all the AOs equally.

Distribution of AOs A01 A02 A03 A04 A05 Total Marks

Task 1 2.5% 5% 7.5% 15
Task 2 2.5% 2.5% 2.5% 2.5% 2.5% 12.5% 25

3
Non-exam assessment guidance

There are four different stages in the production of the non‑exam assessment: planning of the task; first draft;
marking and final submission.

1. Planning of the task

It is expected that the teacher will provide detailed or interpretation given by teachers must be general
guidance to learners in relation to the purpose and and not specific to learners’ work.
requirement of the task. The teacher should ensure
that learners are clear about the assessment criteria Further guidance about the nature of advice that
which they are expected to meet and the skills which teachers can give to learners can be found in the JCQ
they need to demonstrate in the task. Any explanation Instructions for conducting coursework.

2. First draft

What teachers can do: What teachers cannot do:

Teachers can review learners’ work before it is handed Teachers cannot give detailed advice and suggestions
in for final assessment. Advice must remain at the as to how the work may be improved in order to meet
general level, enabling learners to take the initiative in the assessment criteria. This includes indicating errors
making amendments. One review should be sufficient or omissions and personally intervening to improve the
to enable learners to understand the demands of the presentation or content of the work.
assessment criteria.
Provided that advice remains at the general level,
enabling the learner to take the initiative in making
amendments, there is no need to record this advice as
assistance or to deduct marks.

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16 A Level in English Literature
3. Marking

Marking should be positive, rewarding achievement Teachers must clearly show how the marks have
rather than penalising failure or omissions. The been awarded in relation to the marking criteria. A
awarding of marks must be directly related to the combination of the following approaches should be
marking criteria. Teachers should use their professional adopted:
judgement to select the best-fit level descriptor that
describes the learner’s work. Teachers should use the Summary comments either on the work (usually at the
full range of marks available to them and award all end) or on a cover sheet.
the marks in any level for which work fully meets that
Key pieces of evidence flagged throughout the work by
descriptor. Teachers should bear in mind the weighting
annotation either in the margin or in the text.
of the assessment objectives, place the response
within a level and award the appropriate mark. If a
candidate does not address one of the assessment
objectives targeted in the assessment they cannot
Indications as to how marks have been awarded should:
3
• be clear and unambiguous
achieve all of the marks in the given level. A response
will not be specifically penalised for being outside • be appropriate to the aims and objectives of the
the indicative word count. However, a response that work
significantly differs from the word count will be self- • facilitate the standardisation of marking within
penalising, either by not demonstrating the AOs to the the centre
required level or by lacking coherence and concision.
• enable the moderator to check the application
of the assessment criteria to the marking.

4. Final submission

Centres must carry out internal standardisation to Prior to marking, teachers should mark the same small
ensure that marks awarded by different teachers are sample of work to allow for the comparison of marking
accurate and consistent across all candidates entered standards.
for each component. In order to help set the standard
of marking, centres should use exemplar material If centres are working together in a consortium they
provided by OCR, and, where available, work in the must carry out internal standardisation of marking
centre from the previous year. across the consortium. Centres should retain evidence
that internal standardisation has been carried out.
Where work for a component has been marked by
more than one teacher in a centre, standardisation of A clear distinction must be drawn between any interim
marking should normally be carried out according to review of coursework and final assessment for the
one of the following procedures: intended examination series. Once the final draft is
submitted it must not be revised. Adding or removing
• Either a sample of work which has been marked any material to or from the work after it has been
by each teacher is re-marked by the teacher who presented by a learner for final assessment would
is in charge of internal standardisation. constitute malpractice.
• Or all the teachers responsible for marking If a learner requires additional assistance in order to
a component exchange some marked work demonstrate aspects of the assessment, the teacher
(preferably at a meeting led by the teacher in must award a mark which represents the learner’s
charge of internal standardisation) and compare unaided achievement.
their marking standards.
Further information can be found at www.ocr.org.uk
Where standards are found to be inconsistent, the and in Section 4 of this specification.
relevant teacher(s) should make adjustment to their
marks or re-mark all learners’ work for which they
were responsible.
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A Level in English Literature 17
 3
3j. Non‑exam assessment marking criteria for: Task 1 Close reading
18

In Task 1 the dominant assessment objective is A02. The weightings for the Assessment Objectives in this task are:

A02 – 67%
A01 – 33%

An answer does not have to meet all the requirements of a level descriptor before being placed in that level. The extent to which it meets all of the
requirements of a level descriptor will determine its placement within that level. The extent to which the statements within the level have been achieved
should be the only criteria used when deciding the mark within a level. Candidate work which fully meets all criteria for a level should be awarded the top
mark in the level.

• Well-developed and consistently detailed discussion of ways in which language, form and structure in selected
AO2 passage shape meanings.
(67%) • Consistently focused and precise use of analytical methods.
Level 6 • Consistently effective use of quotations and references, critically addressed, blended into discussion.
13–15 marks • Excellent understanding of selected passage and its place in the wider text.
AO1 • Consistently fluent and accurate writing in appropriate register.
(33%) • Critical concepts and terminology used accurately and consistently.
• Well-structured, coherent argument consistently developed.
• Developed and detailed discussion of ways in which language, form and structure in selected passage shape
AO2 meanings with good level of detail.
(67%) • Very good use of analytical methods.
Level 5 • Very good use of quotations and references, usually critically addressed, well integrated.
10–12 marks • Very good and secure understanding of selected passage and its place in the wider text.
AO1 • Very good level of coherence and accuracy in writing, in appropriate register.
(33%) • Critical concepts and terminology used accurately.
• Well-structured argument, with clear line of development.
A Level in English Literature
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A Level in English Literature
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• Competently developed discussion of ways in which language, form and structure in selected passage shape
AO2 meanings.
(67%) • Competent use of analytical methods.
Level 4 • Competent use of illustrative quotations and references, sometimes critically addressed, often integrated.
7–9 marks • Competent understanding of selected passage and its place in the wider text.
AO1 • Clear writing in generally appropriate register.
(33%) • Critical concepts and terminology used appropriately.
• Straightforward argument competently structured and developed.
• Straightforward discussion of ways in which language, form and structure in selected passage shape meanings.
AO2
• Some attempt to use analytical methods.
(67%)
• Some use of quotations and references as illustration.
Level 3
• Straightforward understanding of selected passage and its place in the wider text.
4–6 marks
AO1 • Mostly clear writing, perhaps with inconsistencies in register.
(33%) • Some appropriate use of critical concepts and terminology.
• Straightforward argument evident, lacking development.
• Limited discussion of ways in which language, form and structure in selected passage shape meanings.
AO2
• Limited attempt to use analytical methods.
(67%)
• Limited use of quotations and references as illustration.
Level 2
• Limited understanding of selected passage and its place in the wider text.
2–3 marks
AO1 • Limited clear writing, some inconsistencies in register.
(33%) • Limited use of critical concepts and terminology.
• Limited structured argument evident, lacking development.
19

3
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20

• Little or no relevant discussion of ways in which language, form and structure shape meanings.
AO2
• Commentary with little or no use of analytical methods.
(67%)
• Few quotations (e.g. one or two) or no quotations used.
Level 1
• Little or no relevant understanding of selected passage and its place in the wider text.
1 mark
AO1 • Inconsistent writing with persistent serious technical errors, very little or no use of appropriate register.
(33%) • Persistently inaccurate or no use of critical concepts and terminology.
• Undeveloped, fragmentary discussion.
0 marks • No response or no response worthy of credit.
A Level in English Literature
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 3k. Non‑exam assessment marking criteria for: Task 1 Re-creative writing
A Level in English Literature
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In Task 1 the dominant assessment objective is A02. The weightings for the Assessment Objectives in this task are:

A02 – 67%
A01 – 33%

An answer does not have to meet all the requirements of a level descriptor before being placed in that level. The extent to which it meets all of the
requirements of a level descriptor will determine its placement within that level. The extent to which the statements within the level have been achieved
should be the only criteria used when deciding the mark within a level. Candidate work which fully meets all criteria for a level should be awarded the top
mark in the level.

• Consistently effective re-creative response to stylistic characteristics and concerns of the original text.
• Well-developed and consistently detailed appreciation of ways in which language, form and structure shape
AO2 meanings in re-creative passage and in commentary.
(67%)
• Consistently focused and precise use of analytical methods in commentary.
Level 6 • Consistently effective use of quotations and references, critically addressed, blended into discussion.
13–15 marks
• Excellent and consistently detailed understanding of original text.
AO1 • Consistently fluent and accurate writing, in appropriate register, in both re-creative passage and commentary.
(33%) • Critical concepts and terminology used accurately and consistently in commentary.
• Well-structured, coherent argument consistently developed in commentary.
• Developed and appropriate re-creative response to stylistic characteristics and concerns of the original text.
• Developed and detailed appreciation of ways in which language, form and structure shape meanings in
AO2 re-creative passage and in commentary.
(67%)
• Very good use of analytical methods in commentary.
Level 5 • Very good use of quotations and references, usually critically addressed, well integrated.
10–12 marks • Very good and secure understanding of original text.
• Very good level of coherence and accuracy in writing, in appropriate register, in both re-creative passage and
AO1 commentary.
(33%)
• Critical concepts and terminology used accurately in commentary.
• Well-structured argument with clear line of development in commentary.
21

3
 3
22

• Competent re-creative response to stylistic characteristics and concerns of the original text.
• Competently developed appreciation of ways in which language, form and structure shape meanings in
AO2 re-creative passage and in commentary.
(67%)
• Competent use of analytical methods in commentary.
Level 4 • Competent use of illustrative quotations and references to support discussion, often integrated.
7–9 marks
• Competent understanding of original text.
AO1 • Clear writing in generally appropriate register in both re-creative passage and commentary.
(33%) • Critical concepts and terminology used appropriately in commentary.
• Straightforward argument competently structured and developed in commentary.
• Straightforward re-creative response to stylistic characteristics and concerns of the original text.
• Straightforward appreciation of ways in which language, form and structure shape meanings in re-creative
AO2 passage and commentary.
(67%)
• Some attempt to use analytical methods in commentary.
Level 3 • Some use of quotations and references as illustration.
4–6 marks
• Straightforward understanding of original text.
AO1 • Mostly clear writing, perhaps with inconsistencies in register in both re-creative passage and commentary.
(33%) • Some appropriate use of critical concepts and terminology in commentary.
• Straightforward argument evident in commentary, lacking development.
• Limited re-creative response to stylistic characteristics and concerns of the original text.
• Limited appreciation of ways in which language, form and structure shape meanings in re-creative passage and
AO2 in commentary.
(67%)
• Limited attempt to use analytical methods in commentary.
Level 2 • Limited use of quotations and references as illustration.
2–3 marks
• Limited understanding of original text.
AO1 • Limited clear writing, some inconsistencies in register in both re-creative passage and commentary.
A Level in English Literature

(33%) • Limited use of critical concepts and terminology in commentary.

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• Limited structured argument evident in commentary, lacking development.

A Level in English Literature
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• Little relevant in re-creative response to stylistic characteristics and concerns of the original text.
• Little or no appreciation of ways in which language, form and structure shape meanings in re-creative passage
AO2 and in commentary.
(67%)
• Commentary with little or no use of analytical methods.
Level 1 • Few quotations (e.g. one or two) or no quotations used.
1 mark • Little or no relevant understanding of original text.
• Inconsistent writing with persistent serious technical errors, very little or no use of appropriate register in
AO1 re-creative passage and commentary.
(33%)
• Persistently inaccurate or no use of critical concepts and terminology.
• Undeveloped, fragmentary discussion.
0 marks • No response or no response worthy of credit.
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3l. Non‑exam assessment marking criteria for: Task 2 Comparative essay
24

In Task 2 all five assessment objectives are equally weighted. The weightings for the Assessment Objectives in this task are:

A01 – 20%
A02 – 20%
A03 – 20%
A04 – 20%
A05 – 20%

An answer does not have to meet all the requirements of a level descriptor before being placed in that level. The extent to which it meets all of the
requirements of a level descriptor will determine its placement within that level. The extent to which the statements within the level have been achieved
should be the only criteria used when deciding the mark within a level. Candidate work which fully meets all criteria for a level should be awarded the top
mark in the level.

• Excellent and consistently detailed understanding of two texts and task undertaken.
AO1 • Consistently fluent and accurate writing in appropriate register.
(20%) • Critical concepts and terminology used accurately and confidently.
• Well-structured, coherent argument, consistently developed.
• Consistently coherent discussion of ways in which language, form and structure shape meanings, contributing
AO2 to development of argument.
Level 6 (20%) • Consistently focused and precise use of analytical methods.
22–25 marks • Consistently effective use of quotations and references, blended into discussion.
AO3 • Consistently well-developed and detailed understanding of the significance and influence of the contexts in
(20%) which literary texts are written and received, as appropriate to the task.
AO4 • Excellent and consistently detailed purposeful exploration of connections between texts.
(20%)
AO5 • Excellent and consistently detailed exploration of different readings or ways of reading the texts.
(20%)
A Level in English Literature
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A Level in English Literature
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• Very good understanding of two texts and task undertaken.

AO1 • Very good level of coherence and accuracy in writing, in appropriate register.
(20%) • Critical concepts and terminology used accurately.
• Well-structured argument, with clear line of development.
• Developed discussion of ways in which language, form and structure shape meanings, contributing to
AO2 argument.
Level 5 (20%) • Effective use of analytical methods.
18–21 marks • Effective use of quotations and references, usually well integrated.
AO3 • Very good, clear evaluation of the significance and influence of the contexts in which literary texts are written
(20%) and received, as appropriate to the task.
AO4 • Very good, clear purposeful exploration of connections between texts.
(20%)
AO5 • Very good exploration of different readings or ways of reading the texts.
(20%)
• Competent understanding of two texts and task undertaken
AO1 • Clear writing in generally appropriate register
(20%) • Critical concepts and terminology used appropriately
• Straightforward argument, competently structured and developed.
• Competent discussion of ways in which language, form and structure shape meanings
AO2
• Competent use of analytical methods
Level 4 (20%)
• Competent use of illustrative quotations and references, often integrated.
13–17 marks
AO3 • Competent understanding of the significance and influence of the contexts in which literary texts are written
(20%) and received, as appropriate to the task.
AO4 • Competent discussion of connections between texts.
(20%)
AO5 • Competent discussion of different readings or ways of reading the texts.
(20%)
25

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26

• Straightforward understanding of two texts and task undertaken.

AO1 • Mostly clear writing, perhaps with inconsistencies in register.
(20%) • Some appropriate use of critical concepts and terminology.
• Straightforward argument evident, lacking development.
• Straightforward discussion of ways in which language, form and structure shape meanings.
AO2
• Some attempt to use analytical methods.
Level 3 (20%)
• Some use of quotations and references as illustration.
9–12 marks
AO3 • Some understanding of the significance and influence of the contexts in which literary texts are written and
(20%) received, as appropriate to the task.
AO4 • Some attempt to develop discussion of connections between texts.
(20%)
AO5 • Some awareness of different readings or ways of reading the texts.
(20%)
• Limited understanding of texts and main elements of task undertaken.
AO1 • Limited clear writing, some inconsistencies in register.
(20%) • Limited use of critical concepts and terminology.
• Limited structured argument, lacking development.
• Limited discussion of ways in which language, form and structure shape meanings.
AO2
• Limited attempt to use analytical methods.
Level 2 (20%)
• Limited use of quotations and references as illustration.
5–8 marks
AO3 • Limited understanding of the significance and influence of the contexts in which literary texts are written and
(20%) received, as appropriate to the task.
AO4 • Limited attempt to develop discussion of connections between texts.
(20%)
AO5 • Limited awareness of different readings or ways of reading the texts.
A Level in English Literature

(20%)
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A Level in English Literature
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• Little or no relevant understanding of texts and little relevant attempt at task undertaken.
AO1 • Inconsistent writing with persistent serious technical errors, very little or no use of appropriate register.
(20%) • Persistently inaccurate or no use of critical concepts and terminology.
• Undeveloped, fragmentary discussion.
• Little or no relevant discussion of ways in which language, form and structure shape meanings.
AO2
• Commentary with little or no use of analytical methods.
Level 1 (20%)
• Few quotations (e.g. one or two) or no quotations used.
1–4 marks
AO3 • Little reference to (possibly irrelevant) or no understanding of the significance and influence of the contexts in
(20%) which literary texts are written and received, as appropriate to the task.
AO4 • Little or no discussion of connections between texts.
(20%)
AO5 • Little or no relevant awareness of different readings or ways of reading the texts.
(20%)
0 marks • No response or no response worthy of credit.

Note: The marking of all tasks should be on a ‘best fit’ principle, bearing in mind the weighting of the assessment objectives.
27

3
 3m. Synoptic assessment
Synoptic learning is a key feature of all OCR A Level Synoptic assessment allows learners to demonstrate
in English Literature components. Synoptic learning their understanding between different aspects
can be demonstrated through testing the learners’ of the subject. Synoptic assessment involves the
understanding of the connections between different explicit drawing together of knowledge, skills and
elements of the subject. Each component requires: understanding of different aspects of the A level
course.
• the explicit synthesis of insights gained from
a close and detailed study of a range of texts The emphasis of synoptic assessment is to encourage
important for the development of English the understanding of English Literature as a discipline.
Literature Synoptic assessment tests the learners’ understanding
of the connections between different elements of the
3 • evidence of the ways in which contextual factors
and different interpretations of texts illuminate
subject.
their own readings Each A level component fulfils this requirement,
although this is particularly evident in the non‑exam
• skills of interpretation and expression to give
component Literature post-1900, where learners draw
insightful, accurate, well-argued responses to
on all their knowledge, skills and understanding to
texts.
produce a linked texts essay.

3n. Calculating qualification results

A learner’s overall qualification grade for A level in assessment component, 03 or 80. This total weighted
English Literature will be calculated from their marks mark will then be compared to the qualification level
for the three components taken. Their marks for grade boundaries for the entry option taken by the
Components 01 and 02 will be multiplied by 4/3 and learner and for the relevant exam series to determine
then added together with their mark for the non‑exam the learner’s overall qualification grade.

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28 A Level in English Literature
4 Admin: what you need to know

The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at www.ocr.org.uk/administration.

4a. Pre-assessment
Estimated entries

Estimated entries are your best projection of the should be submitted to OCR by the specified deadline.
number of learners who will be entered for a They are free and do not commit your centre in any
qualification in a particular series. Estimated entries way.

Final entries
4
Final entries provide OCR with detailed data for each Final entries must be submitted to OCR by the
learner, showing each assessment to be taken. It is published deadlines or late entry fees will apply.
essential that you use the correct entry code, considering
the relevant entry rules and ensuring that you choose the All learners taking A Level in English Literature must be
entry option for the moderation you intend to use. entered for one of the following entry options:

Entry Title Component Component title Assessment type

code code
Drama and poetry
01 External Assessment
pre-1900
English Literature Comparative and
H472A 02 External Assessment
(Moderated upload) contextual study
Non‑Exam Assessment
03 Literature post-1900
(Moderated upload)
Drama and poetry
01 External Assessment
pre-1900
English Literature Comparative and
H472B 02 External Assessment
(Moderated postal) contextual study
Non‑Exam Assessment
04 Literature post-1900
(Moderated postal)
Drama and poetry
01 External Assessment
pre-1900
English Literature
Comparative and
H472C* (Non‑exam assessment 02 External Assessment
contextual study
Carried forward)
Literature post-1900 Non‑Exam Assessment
80
(Carried forward) (Carried Forward)

*Entry option H472C should only be selected for learners who are retaking the qualification who want to carry
forward their mark for the non‑exam assessment.

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A Level in English Literature 29
 Collecting evidence of student performance to ensure resilience in the qualifications system

Regulators have published guidance on collecting For more detailed information on collecting evidence
evidence of student performance as part of long- of student performance please visit our website at:
term contingency arrangements to improve the https://www.ocr.org.uk/administration/general-
resilience of the qualifications system. You should qualifications/assessment/
review and consider this guidance when delivering this
qualification to students at your centre.

4b. Accessibility and special consideration

Reasonable adjustments and access arrangements Special consideration is a post-assessment adjustment
allow learners with special educational needs, to marks or grades to reflect temporary injury, illness
disabilities or temporary injuries to access the or other indisposition at the time the assessment was
assessment and show what they know and can do, taken. Detailed information about eligibility for special
without changing the demands of the assessment. consideration can be found in the JCQ publication
4 Applications for these should be made before the
examination series. Detailed information about
A guide to the special consideration process.

eligibility for access arrangements can be found in the

JCQ publication Access Arrangements and Reasonable
Adjustments.

4c. External assessment arrangements

Regulations governing examination arrangements
are contained in the JCQ Instructions for conducting
examinations.

4d. Non‑exam assessment

Regulations governing arrangements for internal
assessments are contained in the JCQ Instructions for
conducting non‑examination assessment.

Head of centre annual declaration

The Head of Centre is required to provide a declaration Any failure by a centre to provide the Head of Centre
to the JCQ as part of the annual NCN update, Annual Declaration will result in your centre status
conducted in the autumn term, to confirm that the being suspended and could lead to the withdrawal of
centre is meeting all of the requirements detailed in our approval for you to operate as a centre.
the specification.

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30 A Level in English Literature
Private Candidates

Private candidates may enter for OCR assessments. Private candidates need to contact OCR approved
centres to establish whether they are prepared to
A private candidate is someone who pursues a course host them as a private candidate. The centre may
of study independently but takes an examination charge for this facility and OCR recommends that the
or assessment at an approved examination centre. arrangement is made early in the course.
A private candidate may be a part-time student,
someone taking a distance learning course, or Further guidance for private candidates may be found
someone being tutored privately. They must be based on the OCR website: www.ocr.org.uk
in the UK.

OCR’s A Level in English Literature requires learners to

complete non-exam assessment. This is an essential
part of the course and will allow learners to develop
skills for further study or employment.

Authentication of learner’s work 4

Centres must declare that the work submitted for It must be kept until the deadline has passed for
assessment is the learner’s own by completing a centre centres to request a review of results. Once this
authentication form (CCS160). This information must deadline has passed and centres have not requested
be retained at the centre and be available on request a review, this evidence can be destroyed.
to either OCR or the JCQ centre inspection service.

Approval of text(s) and task(s)

Approval of non‑exam assessment texts and task would like to use. In future years, you will not have
titles is mandatory. Centres must submit the chosen to re-submit for approval, under our ‘tell us once’
texts and task titles to OCR for approval using the approach. Centres should wait for approval before
Literature post-1900 text(s) and task(s) tool. If you are learners begin working on their non‑exam assessment.
offering the qualification for the first time, you will Confirmation of approval or feedback on your
need to tell us which texts and tasks your students proposals will be sent to you via email.

Internal standardisation

Centres must carry out internal standardisation to accurate and consistent across all learners entered for
ensure that marks awarded by different teachers are the component from that centre.

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A Level in English Literature 31
 Moderation

The purpose of moderation is to bring the marking Moderated postal – Where you post the sample of
of internally assessed components in all participating work to the moderator.
centres to an agreed standard. This is achieved by
checking a sample of each centre’s marking of learners’ The method that will be used to submit the
work. moderation sample must be specified when making
entries. The relevant entry codes are given in Section
Following internal standardisation, centres submit 4.a.
marks to OCR and the moderator. If there are fewer
than 15 learners, all the work should be submitted for All learners’ work must be submitted using the same
moderation at the same time as marks are submitted. entry option. It is not possible for centres to offer both
options within the same series.
Once marks have been submitted to OCR and your
moderator, centres will receive a moderation sample Centres will receive the outcome of moderation when
request. Samples will include work from across the the provisional results are issued. This will include:
range of attainment of the learners’ work.
Moderation Adjustments Report – Listing any
4 There are two ways to submit a sample: scaling that has been applied to internally assessed
components.
Moderated upload – Where you upload electronic
copies of the work included in the sample using our Moderator Report to Centres – A brief report by the
Submit for Assessment service and your moderator moderator on the internal assessment of learners’
accesses the work from there. work.

Carrying forward non‑exam assessment (NEA)

Learners who are retaking the qualification can choose The result for the NEA component may be carried
to either retake the non‑exam assessment – Literature forward for the lifetime of the specification and there
post‑1900 (03), or carry forward their most recent is no restriction on the number of times the result may
result for that component. be carried forward. However, only the most recent
non‑absent result may be carried forward.
To carry forward the NEA component result, you must
use the correct carry forward entry option (see table in When the result is carried forward, the grade
Section 4a). boundaries from the previous year of entry will be
used to calculate a new weighted mark for the carried
Learners must decide at the point of entry whether forward component, so the value of the original mark
they are going to carry forward the NEA result or not. is preserved.

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32 A Level in English Literature
4e. Results and certificates
Grade scale

A level qualifications are graded on the scale: A*, A, B, (U). Only subjects in which grades A* to E are attained
C, D, E, where A* is the highest. Learners who fail to will be recorded on certificates.
reach the minimum standard for E will be Unclassified

Results

Results are released to centres and learners for The following supporting information will be available:
information and to allow any queries to be resolved
before certificates are issued. • raw mark grade boundaries for each component

Centres will have access to the following results • weighted mark grade boundaries for each entry
information for each learner: option.

• the grade for the qualification

Until certificates are issued, results are deemed to 4
be provisional and may be subject to amendment.
• the raw mark for each component A learner’s final results will be recorded on an OCR
certificate.
• the total weighted mark for the qualification.
The qualification title will be shown on the certificate
as ‘OCR Level 3 Advanced GCE in English Literature’.

4f. Post-results services

A number of post-results services are available: • Missing and incomplete results – This service
should be used if an individual subject result
• Review of results – If you are not happy with for a learner is missing, or the learner has been
the outcome of a learner’s results, centres may omitted entirely from the results supplied.
request a review of their moderation and/or
marking. • Access to scripts – Centres can request access
to marked scripts.

4g. Malpractice
Any breach of the regulations for the conduct as soon as it is detected. Detailed information on
of examinations and non‑exam assessment malpractice can be found in the JCQ publication
may constitute malpractice (which includes Suspected Malpractice in Examinations and
maladministration) and must be reported to OCR Assessments: Policies and Procedures.

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A Level in English Literature 33
 5 Appendices

5a. Overlap with other qualifications

There is overlap between the content of this Learners who enter for this A Level in English Literature
specification and that of the OCR AS English Literature specification may not also enter for any other A level
specification in order that these qualifications may be specification with the certification title English
co-taught alongside one another, if necessary. Literature in the same examination series. They may,
however, enter for A Level in English Language.

5b. Avoidance of bias

The A level qualification and subject criteria for English a protected Characteristic as defined by the Equality
Literature have been reviewed in order to identify any Act 2010. All reasonable steps have been taken to
feature which could disadvantage learners who share minimise any such disadvantage.

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34 A Level in English Literature
5c. Component 01 – Drama and poetry pre-1900 selected poems
For Christina Rossetti and Samuel Taylor Coleridge, Samuel Taylor Coleridge – Selected Poems
questions will be set from the poems listed below.
• The Aeolian Harp
Christina Rossetti – Selected Poems
• Reflections on Having Left a Place of Retirement
• Song: When I am dead, my dearest
• This Lime-Tree Bower My Prison
• Remember
• Kubla Khan
• From the Antique (‘It’s a weary life, it is,
• The Rime of the Ancient Mariner in Seven Parts
she said’)
(1817 text)
• Echo
• Christabel
• Shut Out
• The Nightingale: A Conversation Poem April
• In the Round Tower at Jhansi (Indian Mutiny) 1798 (‘No cloud, no relique of the sunken day’)

• A Birthday • Fears in Solitude

• Maude Clare • Frost at Midnight

•
•
Up-hill
No, thank you, John
•
•
Dejection: An Ode
The Pains of Sleep
5
• Good Friday (‘Am I a stone and not a sheep?’) • To William Wordsworth

• Goblin Market • The Knight’s Tomb

• Twice • Youth and Age

• Winter: My Secret • Constancy to an Ideal Object

• Soeur Louise de la Miséricorde

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A Level in English Literature 35
 5d. Component 02 – Comparative and contextual study core and suggested
set texts
Component 02 is a closed text examination; centres can make their own choice of edition for each set text. OCR
does not prescribe editions.

Core set texts for Comparative and contextual study:

American Literature 1880–1940

• F Scott Fitzgerald – The Great Gatsby

• John Steinbeck – The Grapes of Wrath

The Gothic

• Angela Carter – The Bloody Chamber and Other Stories

• Bram Stoker – Dracula

Dystopia
5 • Margaret Atwood – The Handmaid’s Tale
• George Orwell – Nineteen Eighty-Four

Women in Literature

• Jane Austen – Sense and Sensibility

• Virginia Woolf – Mrs Dalloway

The Immigrant Experience

• Mohsin Hamid – The Reluctant Fundamentalist

• Henry Roth – Call It Sleep

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36 A Level in English Literature
If you do not choose both of your texts from the above list, the second text may be chosen from the following:

Suggested set texts for Comparative and contextual study:

American Literature 1880–1940

• Henry James: The Portrait of a Lady

• Mark Twain: Adventures of Huckleberry Finn
• Theodore Dreiser: Sister Carrie
• Willa Cather: My Ántonia
• Edith Wharton: The Age of Innocence
• William Faulkner: The Sound and the Fury
• Ernest Hemingway: A Farewell to Arms
• Nella Larsen: Passing *first assessment June 2024
• Richard Wright: Native Son

The Gothic

• William Beckford: Vathek

5
• Ann Radcliffe: The Italian
• Mary Shelley: Frankenstein
• Oscar Wilde: The Picture of Dorian Gray
• William Faulkner: Light in August
• Daphne du Maurier: Rebecca *first assessment June 2024
• Cormac McCarthy: Outer Dark
• Iain Banks: The Wasp Factory
• Toni Morrison: Beloved

Dystopia

• H G Wells: The Time Machine

• Aldous Huxley: Brave New World
• Ray Bradbury: Fahrenheit 451
• Anthony Burgess: A Clockwork Orange
• J G Ballard: The Drowned World
• Doris Lessing: Memoirs of a Survivor
• P.D. James: The Children of Men
• Octavia Butler: Parable of the Sower *first assessment June 2024
• Cormac McCarthy: The Road
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A Level in English Literature 37
 Women in Literature

• Charlotte Brontë: Jane Eyre

• George Eliot: The Mill on the Floss
• Thomas Hardy: Tess of the D’Urbervilles
• D H Lawrence: Women in Love
• Zora Neale Hurston: Their Eyes Were Watching God
• Sylvia Plath: The Bell Jar
• Toni Morrison: The Bluest Eye
• Jeanette Winterson: Oranges Are Not the Only Fruit
• Bernadine Evaristo: Girl, Woman, Other *first assessment June 2024

The Immigrant Experience

• Upton Sinclair: The Jungle

5
• Sam Selvon: The Lonely Londoners *first assessment June 2024
• Philip Roth: Goodbye Columbus
• Timothy Mo: Sour Sweet
• Jhumpa Lahiri: The Namesake
• Monica Ali: Brick Lane
• Andrea Levy: Small Island
• Kate Grenville: The Secret River
• John Updike: Terrorist

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38 A Level in English Literature
5e. Literature post-1900 (Non‑exam assessment component) suggested
texts
Centres and learners are free to choose their own texts but are reminded that all texts must have been first
published or performed post-1900 and at least one must have been first published or performed post-2000.
Learners must not study A level examination set texts or texts in translation for this component. The groups below
are suggestions and exemplars.

WAR THROUGH TIME

Selected Poems Wilfred Owen 1920 Poetry
Agamemnon Steven Berkoff 1977 Drama
Half of a Yellow Sun Chimamanda Adichie 2006 Prose

RELIGION IN LITERATURE
Selected Poems Elizabeth Jennings 1985 Poetry
Racing Demon David Hare 1990 Drama
The Good Man Jesus and the Scoundrel Christ Philip Pullman 2011 Prose

DISILLUSION IN AMERICA
Selected Poems E E Cummings 1958 Poetry
Death of a Salesman Arthur Miller 1949 Drama
Netherland Joseph O’Neill 2008 Prose
5
YOUTH IN TIME
Book of Matches Simon Armitage 1993 Poetry
The History Boys Alan Bennett 2004 Drama
Waterland Graham Swift 1983 Prose

REWORKING THE CLASSICS

Beowulf Seamus Heaney 1999 Poetry
Antigone Owen McCafferty 2008 Drama
Boating for Beginners Jeanette Winterson 1985 Prose

IRISH LITERATURE
Selected Poems (post-1900) W B Yeats 1939 Poetry
The Weir Conor Macpherson 1997 Drama
Love and Summer William Trevor 2009 Prose

CARIBBEAN EXPERIENCE
Omeros Derek Walcott 1990 Poetry
After Mrs Rochester Polly Teale 2003 Drama
A High Wind in Jamaica Richard Hughes 1929 Prose

THE CONTEMPORARY WORLD

District and Circle Seamus Heaney 2006 Poetry
Jerusalem Jez Butterworth 2009 Drama
Saturday Ian McEwan 2005 Prose

RELATIONSHIPS AND CHANGE

Of Mutability Jo Shapcott 2011 Poetry
Who’s Afraid of Virginia Woolf? Edward Albee 1962 Drama
Revolutionary Road Richard Yates 1961 Prose

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A Level in English Literature 39
 TIME
Poems of 1912–13 Thomas Hardy 1913 Poetry
Arcadia Tom Stoppard 1993 Drama
Atonement Ian McEwan 2001 Prose

YOUNG WOMEN
Ariel Sylvia Plath 1965 Poetry
The Glass Menagerie Tennessee Williams 1944 Drama
Purple Hibiscus Chimamanda Adichie 2003 Prose

YOUNG MEN
The Blue Book Owen Sheers 2000 Poetry
Look Back in Anger John Osborne 1956 Drama
Portrait of the Artist as a Young Man James Joyce 1916 Prose

INVASION
North Seamus Heaney 1975 Poetry
Dunsinane David Grieg 2010 Drama
Resistance Owen Sheers 2007 Prose

EAST/WEST
Look We Have Coming to Dover! Daljit Nagra 2007 Poetry
5 Indian Ink
A Passage to India
Tom Stoppard
E M Forster
1991
1924
Drama
Prose

THE CITY
The Waste Land and Other Poems T S Eliot 1922 Poetry
Serious Money Caryl Churchill 1987 Drama
Narcopolis Jeet Thayil 2012 Prose

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40 A Level in English Literature
5f. Literature post-1900 text(s) and task(s) tool
The Literature post-1900 text(s) and task(s) tool is for centres to find and propose texts and task titles for the non-
exam assessment using our database of pre-approved texts and tasks.

Centres can use this tool to:

• choose a combination of texts for learners and check that that combination is valid
• choose pre-approved tasks for the chosen valid combination of texts
• submit pre-approved texts and tasks for your cohort
• propose additional texts and/or tasks for approval.
The Literature post-1900 text(s) and task(s) tool along with instructions for use can be found on Teach Cambridge.

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A Level in English Literature 41
Summary of updates
Date Version Section Title of section Change
May 2018 1.1 Front cover Disclaimer Addition of Disclaimer

August 2018 1.2 i) Multiple i) Minor typographical amends

ii) 4d Non‑exam assessment ii) Correction to sample size

iii) 3d Retaking the qualification iii) Update to the wording for

carry forward rules
4d Non‑exam assessment
September 2018 1.3 3a Forms of assessment Update to the close reading task

November 2018 1.4 Multiple Text(s) and Task(s) Proposal Form

amended to Literature post-1900
text(s) and task(s) tool
January 2019 1.5 2c Content of drama and Clarification on Shakespeare
poetry pre-1900 edition chosen

June 2020 1.6 4d Non-exam assessment Wording amended from

‘Enquiries about results’ to
4f Post-results services ‘Review of results’
February 2021 1.7 Cover Update to specification covers to
meet digital accessibility
standards
September 2022 1.8 5d Component 02 – Addition of five new texts
Comparative and
contextual study core and
suggested set texts
June 2023 1.9 3 Assessment of OCR A Level Insertion of new section 3c.
in English Literature Total qualification time.
4a Pre-assessment Update to the wording of
moderation submission options.
4d Non-exam assessment

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42 A Level in English Literature
 Date Version Section Title of section Change
February 2024 1.10 2d Content of non‑exam Clarification of using the text(s)
assessment in A Level in and task(s) tool
English Literature
3d, 3e Qualification availability, Inclusion of disclaimer regarding
Language availability and language

4a Pre-assessment Update to include resilience

guidance

5f Literature post-1900 text(s) Reference to Teach Cambridge

and task(s) tool
Checklist Inclusion of Teach Cambridge
April 2024 1.2 4d Non-exam assessment Update to sample submissions

October 2024 1.3 2c Content of Drama Replaced three of the

and poetry pre-1900 Shakespeare set texts for
(Component 01) first teaching from 2025 and
assessment from 2027: removal
of Coriolanus, Measure for
Measure, and Twelfth Night, and
addition of King Lear, Othello,
and The Taming of the Shrew

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A Level in English Literature 43
 Version 1.3 © OCR 2024
44 A Level in English Literature
Version 1.3 © OCR 2024
A Level in English Literature 45
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Contact the team at:

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