Creative, imaginative resources designed for practical classroom use for the new 2010 OCR GCSE English specifications.
As the preferred publisher partner for OCR English, all our resources are endorsed and contain support from examiners.
Email Fiona Lloyd-Williams to order your Evaluation Pack, free for 30 days.
'The pupil resources look extremely exciting! The texts are bright, bold and easy to navigate with a selection of stimulating source materials. Both my department and our pupils are looking forward to getting stuck in to a new course and the opportunities it will bring.'
Chimene Wass, Newland School for Girls, Hull
'My team took the unanimous decision to move from AQA to OCR because the tasks and texts were much more 'pupil friendly'. The 'how to approach' units in the OCR text books clearly steer pupils through each area of the exam. 'Examiner's tips' are exactly that; I've heard these ideas from the chief examiners - valuable info for pupils and teachers alike!
Activities and extension tasks are obviously well thought through; information is clear, concise and appropriate. These are texts that will support pupils to achieve their target grades.' Gill Richardson, Bydales Specialist Technology College, Cleveland
Click on the 'Reviews' tab to read more, or read OCR's Controlled Assessment FAQs.
Find out more about our Teachit contributors.
Download our course guide containing sample material from the student, teacher and access books, and the OxBox CD-ROMs.
Ten strengths of the OCR specifications
What teachers are saying about the OCR specifications
What teachers are saying about the student books
Review of the student books and OxBox CD-ROM
Contact a teacher who has chosen OCR for September
English Student Book sample material
English Language Student Book sample material
English Literature Student Book sample material
Access Book sample spread
Skills and Practice sample spread
English Teacher Guide sample spread
English Language Teacher Guide sample spread
English Literature Teacher Guide sample spread
English OxBox contents
English Language OxBox contents
English Literature OxBox contents
Teachit is a tried and trusted education resource used by thousands of teachers nationwide.
Specialising in English, Drama and Media Studies, the online Teachit library offers around 12,000 pages of classroom materials, schemes of work, lesson plans and teaching tools, all created by working teachers and - thanks to our team of Teachit contributors - constantly growing.
A phenomenal success since its launch in 1999, Teachit now represents a huge online community of teachers sharing resources to help focus their efforts in planning lessons.
Teachit takes a unique approach to educational publishing. Founded by English teacher Siobhain Archer in 1999 as a spare-time addition to her teaching workload, the online library of learning resources rapidly gathered its own momentum as her colleagues discovered the value of sharing their teaching materials. A compelling example of the true utility of the internet, Teachit grew unstoppably in response to its users' needs.
Teachit's subscription services, offering editable content and online access for ICT lessons, enable Teachit to function as a small, no-frills business, but more importantly, to share a proportion of revenues with its contributor network of teachers in the classroom.
Teachit.works brings ICT to life in English teaching. Using familiar technology (requiring no additional training or software) and linking seamlessly with existing Teachit materials, teachers can guide pupils through engaging and effective tasks online. With Teachit.works, ICT becomes an integral and useful part of every scheme of work.
Teachit shares a proportion of its subscription revenues with the teachers who contribute materials. The company works closely with the National Association for Teachers of English (NATE), is part of the National Grid for Learning, and is a member of the British Educational Suppliers Association (BESA).
Visit the Teachit website.
"We love our student books - the whole faculty is impressed with the accessibility and content (especially in comparison to some of the sample student books we've been sent by other boards which seem far too dense and wordy). We love the sample answers and questions sections which will give our students a clear idea of the expectations. As staff new to this board it's also really useful for us in terms of planning and structuring the delivery of the course. We can't wait now for the linked Oxbox materials." - Katie Smith, Kettering Science Academy
"The OCR books are great and we especially found that the content was very user friendly and attractive to the eye. We feel that the texts will be very useful and they helped to sway our opinion of the
new syllabus." - Victoria Reay, Ashcroft High School, Luton
"The student books look great and I am looking forward to using them in September with the students. The layout is attractive and not too cluttered and the activities are clear and focused on the AFs." - Maxine Hill, Wolverhampton Girls' High School
"We love the books and the ability to use Oxbox to customise for our own lessons." - Matt Venton, Weydon School, Surrey
"The student books are lively and engaging, offering a thorough, structured approach to materials that should motivate students to achieve well. The subject matter used is relevant to today's youngsters and helps show them the validity of their work in the subject." - Emma Willshaw, Arrow Vale High School, Worcestershire
student books are colourful and I think they make it really clear to pupils the skills they will need to demonstrate in both their controlled assessments and their exam. I like the way that each chapter introduces pupils to the topic in simple and straightforward language using examples from all the texts on the prescribed list." - Katharine Beckett, Brumby Engineering College
"The student books for English Language and English Literature are very accessible. I particularly like the sample tasks which give a clear breakdown of points plus Examiner's comments. Sections are broken down into a range of activities and contain additional Learning Checklists and Examiner's Tips. All very clear and informative." - Helen Coleman, Neville Lovett Community School, Hampshire
books from OUP are well-designed with a clear layout that packs lots of information onto the page without confusing the student. The sample responses from students are especially helpful in providing models of what a good answer looks like. The books as a whole are a treasure trove of ideas for approaching this course with tasks that meet the functional skills criteria as well as tasks that are just fun." - Paul O'Connor, Stanborough School, Hertfordshire
"I've been extremely impressed with the student books. The layout is engaging without being daunting. The tasks are well conceived, well supported and relevant and the language is perfectly pitched for the students. They are, in short, exceptionally high quality." - Ben McCarey, The Cooper School, Oxfordshire
OCR website Download new OCR English specification Download new OCR English Language specification Download new OCR English Literature specification How to switch Awarding Bodies Teachit website Controlled Assessment Guide Join OCR's e-community OCR presentation on Spoken Language Summary of the accredited specifications Contemporary poetry set texts Literary heritage set texts Spoken Language glossary The Spoken Word - short explanation of the new unit Planning for the English GCSEs English candidate-style answers and Schemes of Work English Language candidate-style answers and Schemes of Work English Literature candidate-style answers and Schemes of Work Expression of interest form for OCR Article on set texts in the Independent OCR Othello CPD event
The perfect dictionary and thesaurus to use alongside the new GCSE English specifications in 2010:
Oxford English Dictionary for Schools
Oxford English Thesaurus for Schools
Controlled assessment is coursework in a supervised environment or classroom and will be replacing traditional coursework in English GCSEs from September 2010 under different levels of control. Controlled assessment has been introduced by QCA to address some of the issues raised on coursework reviews, such as plagiarism.
In English and English Language, controlled assessment will be worth 60% of a candidate's final mark. In English Literature, it will account for 25% of a candidate's final mark.
There are a number of reasons. Firstly, it allows learners the opportunity to produce an original response without the drawbacks of 'over-preparation'. It also allows greater freedom, while still allowing centres more control than is offered in examined units. Your centre decides when your learners do the assessment, and you can contextualise tasks to meet your own learners' needs.
Another advantage is that you can be confident that work is authentic, which will mean improved reliability and validity.
This is done by awarding bodies, except for speaking and listening, where guidance will be offered. Tasks will change every year, and will be released in the late spring to allow you to prepare for teaching them in the following academic year. Texts will remain in place for longer periods. OCR have consulted widely with you on the range of controlled assessment tasks to ensure there is an appropriate range for a variety of learners and to help limit the resource implications of annually changing tasks on your department.
Different tasks will have different amounts of time allocated to them, and centres will be informed about these by the awarding body. You will be advised of the amount of time you should spend preparing learners for each task, as well as a set time limit for completion of the final response after formal teaching has stopped.
Although the time for completing the final response will be set, centres can decide when this time is allocated, and how to split the time. For example if four hours are allowed, you may wish to have learners use this as one session, or split the time up throughout several different sessions (e.g. four one-hour sessions). This allows centres to work controlled assessment around their existing timetables.
The task can be completed in Years 9, 10 or 11, but you must make sure that you do the correct task for that year. You can complete the task at any point in the academic year, provided that you meet the deadline for submission.
The final response to the task must be closely supervised, either by the class teacher or another supervisor. It is up to you whether you wish to use your classrooms or make other arrangements. If you choose to divide the allowed time between several sessions, centres must ensure that all work is handed in at the end of each session and held securely.
Learners will be able to take notes, references and plans but no draft or part already written notes into the session.
There are measures in place for students with special needs.
Yes, if facilities exist for them to do this securely. Internet access must be disconnected and work must be stored securely so that the learner cannot access it between sessions. The same supervision rules apply as above.
Teachers will mark it, much as they do now, using mark schemes supplied by the awarding body. We will provide extensive support for the tasks that are set in that year. Work will then be moderated by the awarding body.
Yes, there are no issues here as it is under controlled conditions.
Rest assured that we will provide extensive guidance on controlled assessment at all stages of the process. We will also help centres in specific tasks that are being set for a particular year.
Some specimen controlled assessment tasks will be available in early July 2010 as part of the specimen material available for the new specification.