Abstract

This study attempts to explore A-level English Literature specification implementation and experiences of teaching and learning the subject on the premise that there may be differences between how the subject is conceptualised by examination boards and how it is actualised in the classroom. A case study was undertaken with one Year 12 and one Year 13 class in an East England 11-18 non-selective state school to explore how the AQA English Literature B specification is interpreted, conceptualised and actualised in classroom teaching and learning through a hermeneutic phenomenological perspective. Data was drawn from interviews with teachers and students, field notes from observed classes and analysis of examination board documentation. A comparison of examination board, teacher and student literature conceptualisations and actualisations suggests that teachers and students conceptualise the subject differently from the examination board in terms of what is valued in and what constitutes the study of A-level English Literature.