Aqa English Lang And Lit Coursework
Non-exam assessment administration (A-level only)
The non-exam assessment (NEA) for the A-level specification only is 'Making Connections', and consists of an investigation.
Visit aqa.org.uk/7707 for detailed information about all aspects of NEA administration.
The head of the school or college is responsible for making sure that NEA is conducted in line with our instructions and Joint Council for Qualifications (JCQ) instructions.
Supervising and authenticating
To meet Ofqual's qualification and subject criteria:
- students must sign the Candidate record form to confirm that the work submitted is their own
- all teachers who have marked a student’s work must sign the declaration of authentication on the Candidate record form. This is to confirm that the work is solely that of the student concerned and was conducted under the conditions laid down by this specification
- teachers must ensure that a Candidate record form is attached to each student’s work.
Students must have sufficient direct supervision to ensure that the work submitted can be confidently authenticated as their own. This means that you must review the progress of the work during research, planning and throughout its production to see how it evolves.
You may provide guidance and support to students so that they are clear about the requirements of the task they need to undertake and the marking criteria on which the work will be judged. You may also provide guidance to students on the suitability of their proposed task, particularly if it means they will not meet the requirements of the marking criteria.
When checking drafts of a student’s work, you must not comment or provide suggestions on how they could improve it. However, you can ask questions about the way they are approaching their work and you can highlight the requirements of the marking criteria.
If a student receives any additional assistance which is acceptable within the further guidance that is provided for this specification, you should award a mark that represents the student’s unaided achievement. Please make a note of the support the student received on the Candidate record form. This will allow the moderator to see whether the student has been awarded an appropriate mark. Please note that you should sign the authentication statement on the Candidate record form. If the statement is not signed, we cannot accept the student’s work for assessment.
Once a student submits work for marking and it has been marked, you cannot return it to the student for improvement, even if they have not received any feedback or are unaware of the marks awarded.
Further guidance on setting, supervising, authenticating and marking work is available on the subject pages of our website and through teacher standardisation.
Please inform your students of the AQA regulations concerning malpractice. They must not:
- submit work that is not their own
- lend work to other students
- allow other students access to, or use of, their own independently-sourced source material
- include work copied directly from books, the Internet or other sources without acknowledgement
- submit work that is word-processed by a third person without acknowledgement
- include inappropriate, offensive or obscene material.
These actions constitute malpractice and a penalty will be given (for example, disqualification).
If you identify malpractice before the student signs the declaration of authentication, you don’t need to report it to us. Please deal with it in accordance with your school or college’s internal procedures. We expect schools and colleges to treat such cases very seriously.
If you identify malpractice after the student has signed the declaration of authentication, the head of your school or college must submit full details of the case to us at the earliest opportunity. Please complete the form JCQ/M1, available from the JCQ website at jcq.org.uk
You must record details of any work which is not the student’s own on the Candidate record form or other appropriate place.
You should consult your exams officer about these procedures.
We will provide support for using the marking criteria and developing appropriate tasks through teacher standardisation.
For further information about teacher standardisation visit our website at aqa.org.uk/7707
In the following situations teacher standardisation is essential. We will send you an invitation to complete teacher standardisation if:
- moderation from the previous year indicates a serious misinterpretation of the requirements
- a significant adjustment was made to the marks in the previous year
- your school or college is new to this specification.
For further support and advice please speak to your adviser. Email your subject team at firstname.lastname@example.org for details of your adviser.
You must ensure that you have consistent marking standards for all students. One person must manage this process and they must sign the Centre declaration sheet to confirm that internal standardisation has taken place.
Internal standardisation may involve:
- all teachers marking some sample pieces of work to identify differences in marking standards
- discussing any differences in marking at a training meeting for all teachers involved
- referring to reference and archive material, such as previous work or examples from our teacher standardisation.
To meet Ofqual’s qualification and subject criteria, you must show clearly how marks have been awarded against the marking criteria in this specification.
Your annotation will help the moderator see, as precisely as possible, where you think the students have met the marking criteria.
Work can be annotated using either or both of the following methods:
- flagging evidence in the margins or in the text
- summative comments, referencing precise sections in the work.
You should check that the correct marks for each of the marking criteria are written on the Candidate record form and that the total mark is correct.
The deadline for submitting the total mark for each student is given at aqa.org.uk/keydates
Factors affecting individual students
For advice and guidance about arrangements for any of your students, please email us as early as possible at email@example.com
Occasional absence: you should be able to accept the occasional absence of students by making sure they have the chance to make up what they have missed. You may organise an alternative supervised session for students who were absent at the time you originally arranged.
Lost work: if work is lost you must tell us how and when it was lost and who was responsible, using our special consideration online service at aqa.org.uk/eaqa
Special help: where students need special help which goes beyond normal learning support, please use the Candidate record form to tell us so that this help can be taken into account during moderation.
Students who move schools: students who move from one school or college to another during the course sometimes need additional help to meet the requirements. How you deal with this depends on when the move takes place. If it happens early in the course, the new school or college should be responsible for the work. If it happens late in the course, it may be possible to arrange for the moderator to assess the work as a student who was ‘Educated Elsewhere’.
Keeping students' work
Students’ work must be kept under secure conditions from the time that it is marked, with Candidate record forms attached. After the moderation period and the deadline for Enquiries about Results (or once any enquiry is resolved) you may return the work to students.
An AQA moderator will check a sample of your students’ work. Your moderator will contact you to let you know which students’ work to send to them. If you are entering fewer than 21 students (or submitting work electronically) it will be the work of all your students. Otherwise it will be a percentage of your students’ work.
The moderator re-marks the work and compares this with the marks you have provided to check whether any changes are needed to bring the marking in line with our agreed standards. In some cases the moderator will ask you to send in more work. Any changes to marks will normally keep your rank order but, where major inconsistencies are found, we reserve the right to change the rank order.
School and college consortia
If you are in a consortium of schools or colleges with joint teaching arrangements (where students from different schools and colleges have been taught together but entered through the school or college at which they are on roll), you must let us know by:
- filling in the Application for Centre Consortium Arrangements for centre-assessed work, which is available from the JCQ website jcq.org.uk
- appointing a consortium co-ordinator who can speak to us on behalf of all schools and colleges in the consortium. If there are different co-ordinators for different specifications, a copy of the form must be sent in for each specification.
We will allocate the same moderator to all schools and colleges in the consortium and treat the students as a single group for moderation.
We will return your students’ work to you after the exams. You will also receive a report when the results are issued, which will give feedback on the appropriateness of the tasks set, interpretation of the marking criteria and how students performed in general.
We will give you the final marks when the results are issued.
To meet Ofqual requirements, as well as for awarding, archiving or standardisation purposes, we may need to keep some of your students’ work. We will let you know if we need to do this.
This part of the subject content focuses on language use in different types of text. It is called 'Making Connections' because it requires students to make active connections between a literary text and some non-literary material. The connections must be based either on a chosen theme or on the idea that particular linguistic strategies and features may occur in the different types of material. This area of the course provides an individualised experience for students, enabling them to demonstrate their ability to initiate and sustain independent enquiry.
Texts prescribed for study for the examined units may not be chosen, but further texts by the same authors or from a similar source are acceptable.
The nature of the non-literary material to be collected depends entirely on the focus of the task. A wide range of everyday texts and discourses in different genres and modes is possible. The non-literary material needs to qualify on the basis of forming a good source of data for students to use in their investigations.
4.3.1 Methods of language analysis
In working on this part of the subject content, students will learn about methods of language analysis. They will be required to adopt a close language focus, identifying salient features of language used in the respective texts.
The following list is a guide to the areas of language analysis students are expected to be familiar with:
- phonetics, phonology and prosodics
- lexis and semantics
- grammar, including morphology
The application of these areas will depend on the specific topic chosen. For example, an investigation of how speech is represented may well focus in more detail on phonetics, phonology and prosodics, while an investigation of how storytelling works may focus in more detail on pragmatics and discourse.
Some examples of possible types of exploration are given below. This list is not definitive.
- A comparison of openings in a novel and an autobiography.
- An exploration of real and fictional events.
- Representations of particular themes in literary and non-literary sources.
- What is a character? An exploration of the idea of character in literature and in other texts.
- How does storytelling work in different modes?
- An exploration of the use of non-literary genres within literary texts.
- An exploration of speech features in literature and in real-world communication.
- An exploration of new language in literature and non-literary contexts.
Students’ work will be assessed by the production of an investigation of 2,500-3,000 words in length. The investigation needs to contain the sections below. Word counts are given for guidance.
Introduction and Aim(s) (750 words)
This initial section needs to demonstrate understanding of the texts selected for the study. The emphasis of this section should be on the literary text, but it should not simply offer a description of the text. Rather, it should give an account of the text which allows the reader to understand why the student has arrived at the aim(s) of the study and why they have made their selection(s) from the literary text. It will need to be clear that the student has read and understood the literary text as a whole in order to make their selection. This section should also justify and contextualise the non-literary material chosen for the study.
Review (300-500 words)
Students need to show that they have read some secondary sources and that they can offer a cogent discussion about the ideas they have encountered. These ideas may be about the material itself, about ideas for analysis, or a combination of the two. Citations and references must be accurately applied.
Analysis (1,250 words)
The analysis of the material is central to the study. This section should have some sub-headings which enable students to discuss the different aspects of language they have identified as salient in the previous section. They may choose to discuss the texts separately or together. How students present their analysis is up to them, but readability is important.
Conclusions (200-500 words)
This section needs to offer a summary of the main points revealed by the study. This should be in the form of an overview of what has been revealed by bringing the textual sources together, showing how the understanding of each text has been enhanced by consideration of the other.