📚 AS WJEC English: 2026 Exam Changes and Trends | AS WJEC 英语：2026年考试变化与趋势
From September 2025, WJEC begins teaching brand-new AS English specifications across Wales, with the first examinations taking place in summer 2026. These qualifications reflect a significant shift in how English is assessed at AS level, moving away from coursework-based models and towards a fully linear, exam-driven structure. This article examines the major changes, unpacks the new component design, and explores the emerging trends that will shape how students prepare. While the focus here is on the AS English Language and Literature specification, many of the structural and pedagogical shifts also apply to the parallel AS English Literature qualification, making this analysis essential for any student or teacher navigating the 2026 landscape.
从2025年9月起，WJEC将在威尔士开始教授全新的AS英语课程，首次考试将于2026年夏季举行。这些资格证书反映了AS阶段英语评估方式的重大转变——从以往包含课程作业的模式，转向完全线性的、以考试为主导的结构。本文审视了主要变化，解析了新试卷的设计，并探讨了将影响学生备考方式的新趋势。虽然本文重点讨论AS英语语言与文学规范，但许多结构性和教学法的转变同样适用于平行的AS英语文学资格，因此任何正在适应2026年新格局的学生或教师都能从中获得关键信息。
1. Why 2026 Marks a Turning Point | 为什么2026年标志着一个转折点
The 2026 exam series is not simply an update; it represents a full replacement of the outgoing WJEC AS English qualifications. The previous specifications, with their final assessments in 2025, allowed for a mix of examined units and internally assessed coursework. The reformed qualifications have been redesigned under the guidance of Qualifications Wales to strengthen the rigour of assessment, improve comparability with other UK boards, and foreground the integrated analysis of literary and linguistic features in a single subject. This means that candidates sitting AS English in 2026 will face an examination structure that is entirely external, with no non-exam assessment (NEA) component at AS level.
2026年的考试季不只是简单的更新，而是对WJEC现有的AS英语资格进行彻底的替换。旧版课程在2025年举行最后一次考试，其评估模式混合了考试单元和内部评分的课程作业。而在威尔士资格认证机构的指导下，改革后的新资格重新设计了评估方式，以加强评估的严谨性、提高与英国其他考试局的横向可比性，并在单一学科中突出语言与文学特征的综合分析。这意味着，参加2026年AS英语考试的考生将面对一个完全由外部考试组成的结构——在AS阶段不再设置非考试评估（NEA）部分。
2. New Specification Structure at a Glance | 新课程结构一览
The reformed WJEC AS English Language and Literature qualification consists of two externally assessed written papers, each carrying a weight of 50% of the total AS qualification. Both papers are two hours long and are marked out of 80 marks. The move from three units to two robust components places greater emphasis on sustained response, critical comparison, and the ability to handle unseen material alongside studied texts. The table below summarises the key structural differences between the old and new specifications.
改革后的WJEC AS英语语言与文学资格由两份外部评分的笔试试卷构成，每份各占总分的50%。两份试卷的考试时长均为两小时，卷面满分均为80分。从三个单元精简为两个综合型试卷的转变，更加强调持续性的应答、批判性的比较，以及在研读文本之外处理陌生材料的能力。下表概括了新旧规格在结构上的关键差异。
| Aspect | Old Specification (last exam 2025) | New 2026 Specification |
|---|---|---|
| Total components | 3 (2 exams + 1 NEA) | 2 (exams only) |
| NEA coursework | Yes (e.g., creative and critical study) | None at AS |
| Component weightings | Varied, with coursework often 20% | 50% per paper |
| Unseen element | Limited to one unit | Central to Component 2, including prose and unseen non-fiction |
| Set text coverage | Often one drama and one prose text | Poetry, drama (pre-1900) and prose, including unseen comparison |
3. Component 1: Poetry and Drama (Pre-1900) | 试卷一：诗歌与戏剧（1900年以前）
Component 1 focuses on pre-1900 texts, requiring students to study one drama text and a selection of poetry from a prescribed anthology. The examination is divided into two sections. Section A targets the drama text: candidates are asked to write a critical analysis in response to an extract-based question and a broader essay question, demonstrating their understanding of dramatic methods and contextual influences. Section B deals with poetry: students must answer one comparative question based on two poems from the anthology, analysing how poets use language, form and structure to create meaning. This paper rewards precise textual knowledge and the ability to move between close reading and wider thematic discussion.
试卷一集中于1900年以前的文本，要求学生研读一部戏剧作品和一部指定选集里的诗歌。考试分为两部分。A部分考查戏剧文本：考生需要针对一段节选材料和一个更宏观的论文题目撰写批评分析，展示对戏剧手法和语境影响的理解。B部分考查诗歌：学生必须基于选集中的两首诗回答一道比较题，分析诗人如何运用语言、形式和结构来创造意义。这张试卷的得分点在于精确的文本知识和在细读与宏观主题讨论之间灵活切换的能力。
The emphasis on pre-1900 literature signals a deliberate shift towards strengthening students' grasp of literary heritage. For 2026, the drama text options may include works such as Shakespeare's 'Othello' or Webster's 'The Duchess of Malfi', while the poetry anthology will feature a curated selection spanning from the Renaissance to the late 19th century. Teachers will need to ensure that students are comfortable not only with archaic vocabulary and syntax but also with the social and historical contexts that shape these texts.
对1900年前文学的重视，标志着一种有意识地强化学文学传承把握的转向。2026年，戏剧文本的选项可能包括莎士比亚的《奥赛罗》或韦伯斯特的《马尔菲公爵夫人》等作品，而诗歌选集则涵盖从文艺复兴到19世纪末的精选篇目。教师需要确保学生不仅熟悉古语词汇和句法，还能理解塑造这些文本的社会与历史语境。
4. Component 2: Unseen Texts and Prose Study | 试卷二：陌生文本与散文研究
Component 2 brings together the study of a post-1900 prose text and the analysis of unseen materials from a range of genres and time periods. In Section A, students engage with an unseen non-fiction or literary non-fiction extract, followed by an unseen prose fiction or literary prose passage, and they are required to write a comparative analysis focusing on how language and literary techniques create effects in different contexts. Section B requires an essay on a set prose text studied in class, for example a modern novel such as 'Atonement' by Ian McEwan or 'The Handmaid's Tale' by Margaret Atwood, exploring narrative methods, themes and characterisation. The dual demand of handling both prepared and unprepared material makes this paper a robust test of transferable analytical skills.
试卷二将一部1900年以后的散文文本研究与来自不同文类、不同时代的陌生材料分析结合在一起。A部分要求考生阅读一篇陌生的非虚构或文学性非虚构节选，以及一篇陌生的散文小说或文学散文段落，并撰写一篇比较分析，聚焦语言和文学手法如何在不同语境中产生效果。B部分则要求围绕课堂所学的一部散文文本撰写论文，例如伊恩·麦克尤恩的《赎罪》或玛格丽特·阿特伍德的《使女的故事》等现代小说，探讨叙事方法、主题和人物塑造。同时要求处理已准备材料与陌生材料的双重需求，使这张试卷成为对可迁移分析技能的严格考验。
The inclusion of unseen comparison across different genres is a defining feature of the 2026 specification. Students cannot rely on memorised quotations or pre-prepared paragraphs; they must develop genuine critical fluency. This shift reflects a broader trend in English assessment towards measuring skills rather than content recall, encouraging learners to approach language and literature as living, interpretative practices rather than fixed bodies of knowledge.
跨文类的陌生文本比较是2026年规范的一个标志性特征。学生无法依赖背诵的引语或事先准备好的段落；他们必须发展出真正的批评流畅度。这一转变反映了英语评估领域一个更广泛的趋势，即从测量内容记忆转向测量技能，鼓励学习者将语言和文学视为鲜活的、阐释性的实践，而非固定的知识体系。
5. The Removal of Non-Exam Assessment | NEA的移除
One of the most discussed changes for 2026 is the removal of non-exam assessment from the AS qualification. Previously, many WJEC AS English specifications included a coursework unit where students produced creative and critical pieces, often with a focus on personal response and drafting over time. In the new model, all marks are achieved in timed examination conditions, and there is no opportunity to revise work outside the exam hall. This raises the stakes for examination technique, planning speed, and the ability to produce polished critical prose under pressure.
2026年最受关注的变化之一，是AS资格中非考试评估的移除。此前，许多WJEC的AS英语课程都包含一个课程作业单元，学生需完成创意性与批评性的写作，往往侧重个人回应和反复修改。而在新模式中，所有分数都在限时的考试条件下获得，不复存在考场外修改作品的余地。这大大提升了对考试技巧、构思速度以及在压力下写出精炼批评散文的能力的要求。
While some teachers lament the loss of the creativity and independence fostered by coursework, the move was designed to sharpen the rigour and comparability of results. For students who find extended writing under timed conditions challenging, early and regular practice of timed essays, planning frameworks, and self-monitoring strategies will be essential preparation for the 2026 exams.
尽管部分教师对课程作业所培养的创造性与独立性感到惋惜，但这一调整旨在加强评分结果的严谨性与可比性。对于那些在限时条件下进行长篇写作感到吃力的学生而言，尽早并持续地练习限时论文、审题框架和自我监控策略，将成为2026年备考的关键。
6. Assessment Objectives and Their Shifting Weight | 评估目标及其权重变化
The new WJEC AS English specification refocuses the assessment objectives (AOs) to place greater weight on comparison, analysis of form and structure, and the ability to explore links between texts. While the exact weightings vary slightly across the two papers, the overarching priorities can be summarised as follows: AO1 (articulate informed, personal and creative responses) is embedded throughout; AO2 (analyse ways in which meanings are shaped in literary texts) now accounts for a dominant share of marks, especially in unseen analysis; AO3 (demonstrate understanding of the significance and influence of contexts) remains crucial for both drama and prose; and AO4 (explore connections across texts) is explicitly tested through the unseen comparative tasks and the anthology poetry question. There is no separate AO for spoken language as in some English Language specifications; instead, linguistic analysis is fully integrated into literary study.
新的WJEC AS英语规范重新调整了评估目标（AO）的权重，更加重视比较分析、形式与结构的分析，以及探究文本之间联系的能力。虽然具体权重在两份试卷间略有差异，但总体优先项可归纳如下：AO1（表达有依据的、个人化的和创造性的回应）贯穿始终；AO2（分析文学文本中意义的塑造方式）如今占据主导分值，尤其在陌生文本分析中；AO3（展示对语境意义与影响的理解）在戏剧和散文研究中依然关键；AO4（探索文本之间的关联）则通过陌生文本比较题和选集诗歌题目明确考查。与某些英语语言规范不同，这里没有单独的口头语言评估目标；相反，语言分析完全融入了文学研究之中。
This integration of AOs means that a response which merely identifies features without offering a sustained, comparative argument will struggle to move beyond the middle mark bands. Students must practise weaving contextual insight, linguistic terminology and literary evaluation into a single coherent line of argument. Teachers are already adapting their mark schemes and feedback practices to reflect this holistic approach to assessment.
这种评估目标的整合意味着，仅罗列特征而未能提供一个连贯、比较性的论证，将难以突破中间分数档。学生必须练习将语境见解、语言学术语和文学评价融合为一条连贯的论证线索。教师也正相应调整自己的评分方案与反馈方式，以体现这种整体性的评估取向。
7. Updated Set Text Lists and Diversity | 更新后的指定文本列表与多样性
The 2026 set text lists have been refreshed to offer a wider range of voices, genres and historical periods. In poetry, the anthology now includes a more diverse selection of poets, ensuring representation across gender, ethnicity and social background. Prose options have expanded to include contemporary works that tackle themes of identity, migration and climate, such as Kamila Shamsie's 'Home Fire' or Tommy Orange's 'There There'. The drama component, while rooted in pre-1900 classics, allows centres to choose texts that resonate with modern concerns, and the critical approaches encouraged in the classroom can foreground feminist, postcolonial or ecocritical readings.
2026年最新指定的文本列表进行了刷新，以提供更广泛的声音、文类和历史时期。在诗歌方面，选集如今包含了更加多元的诗人，确保在性别、族裔和社会背景方面均有所体现。散文的选项也扩展至触及身份认同、移民和气候等主题的当代作品，比如卡米拉·沙姆西的《家火》或汤米·奥兰治的《那里，那里》。戏剧部分虽扎根于1900年以前的经典，但允许中心选择与现代关切产生共鸣的文本，并鼓励在课堂上运用女性主义、后殖民或生态批评等视角进行解读。
This diversification is not merely cosmetic; it reflects a curricular trend towards decolonising the English literature canon and engaging students with the relevance of literary study to their own lives. For the 2026 exams, candidates should be ready to discuss how a writer's background and the production context of a text might shape its reception, and they should feel confident referencing a broad range of critical perspectives in their essays.
这种多元化并非仅仅装点门面；它反映了一种课程趋势，即去殖民化英语文学经典，并让学生感受到文学研究与自身生活的相关性。面对2026年考试，考生应准备好讨论作家的背景和文本的生产语境如何影响其接受情况，并应能在论文中自信地引用广泛的批评视角。
8. The Rise of Comparative Analysis Across All Units | 比较分析在各单元的全面兴起
Comparison is no longer confined to a single poetry question. In the 2026 specification, the ability to compare texts critically sits at the heart of both components. Component 1 demands comparison between two anthology poems, while Component 2 makes comparison the central task in Section A, where students must analyse an unseen non-fiction extract alongside an unseen literary passage. Even in the prose essay, higher-band responses will often benefit from implicit comparison – referencing generic conventions, contrasting narrative techniques, or comparing different sections of the same novel to illuminate development. This represents a marked change from earlier iterations, where comparison was often a discrete skill tested in isolation.
比较不再仅限于单一的诗歌题目。在2026年规范中，批判性地比较文本的能力是两份试卷的核心。试卷一要求对两首选集诗歌进行比较，试卷二则将比较作为A部分的核心任务，学生必须将一篇陌生的非虚构摘录与一篇陌生的文学段落进行分析比较。即使是在散文论文中，高分段回答也往往会从隐性比较中获益——引用文学体裁惯例、对比叙事技巧，或比较同一小说中的不同段落以揭示发展变化。这与此前的设计明显不同，以往比较常常是孤立考查的独立技能。
To meet this demand, students need a flexible analytical toolkit. They should practise using comparative discourse markers, constructing thesis statements that bind two texts together, and moving seamlessly between similarity and difference. Regular side-by-side annotation exercises and unseen comparative timed writings will build the cognitive stamina required for the 2026 exam hall.
为满足这一要求，学生需要一套灵活的分析工具。他们应练习使用比较性的话语标记，构建能将两个文本联系在一起的论点陈述，并在相似与差异之间无缝切换。经常进行列栏式批注练习和计时的陌生文本比较写作，将培养2026年考场所需的认知耐力。
9. Unseen Analysis as a Core Competence | 陌生文本分析成为核心能力
The expansion of the unseen component is arguably the most significant pedagogical trend for 2026. Under the old specifications, unseen tasks were often short and could be prepared for with formulaic approaches. The new paper requires sustained, critical engagement with two unseen extracts from different genres, combined into a single coherent analysis. Students must demonstrate the ability to identify genre, purpose, audience and tone rapidly, and then to dissect a writer's linguistic and structural choices with precision. This mirrors the kind of reading that students will need at university, where close reading of unfamiliar material is a foundational skill.
陌生文本考查的扩展可以说是2026年最具影响力的教学趋势。在旧版课程中，陌生文本任务往往较短，可以用程式化的方法备考。而新试卷要求对两篇不同文类的陌生摘录进行持续性的、批评性的分析，并融合成一个连贯的整体。学生必须展现出快速识别文类、写作目的、受众和语体风格的能力，然后精准地剖析作者在语言和结构上的取舍。这反映了学生在大学阶段所需的阅读能力——对陌生材料的细读是大学学习的基础技能。
Teachers are responding by embedding short, unseen analytical exercises into every topic, often starting lessons with a five-minute 'cold read' of a paragraph from a randomly selected novel, speech or travelogue. This daily exposure reduces anxiety around the unseen and normalises the process of drawing meaning from a text without prior scaffolding. For students, building a bank of critical vocabulary and practising 'slow reading' techniques can turn unseen analysis from a daunting hurdle into a rewarding intellectual exercise.
教师们采取的应对方式是将短小的陌生文本分析练习嵌入每个教学主题，经常以五分钟的“冷读”开始课堂——随机选取小说、演讲或游记中的一个段落。这种每日接触降低了学生对陌生文本的焦虑，并使在没有前置支架的情况下从文本中提取意义的过程变得常态化。对学生而言，积累批评词汇库并练习“慢速阅读”技巧，能将陌生文本分析从令人畏惧的障碍转化为富有回报的思维训练。
10. Exam Format, Duration and Mark Schemes | 考试形式、时长与评分方案
Both components are two hours in length, making time management a critical skill. Component 1 Poetry and Drama is structured with two distinct sections, and students are advised to divide their time equally between the drama question and the poetry comparison. Component 2 Unseen Texts and Prose Study also consists of two sections of equal recommended timing, with the unseen comparative analysis coming first. The mark schemes for 2026 place a premium on the quality of argument, use of textual evidence, and the integration of contextual understanding with literary analysis. There is a clear signal that superficial coverage of many points will not be rewarded as highly as a well-developed, focused discussion of fewer aspects.
两份试卷的时长均为两小时，使得时间管理成为关键技能。试卷一诗歌与戏剧设有两个明确的部分，建议学生将时间平均分配给戏剧题和诗歌比较题。试卷二陌生文本与散文研究同样包含建议时间相等的两个部分，其中陌生文本比较分析排在第一部分。2026年的评分方案高度重视论证质量、文本证据的运用，以及语境理解与文学分析的融合。一个明确的信号是：蜻蜓点水式地覆盖多个点，其得分将远不如对较少方面进行的、深入聚焦的讨论。
The change in mark scheme philosophy aligns with a wider trend towards 'fewer, deeper' assessment design. Students who can sustain a perceptive thesis over several paragraphs, returning to the question's terms and nuance, will access the highest bands. This encourages teaching that prioritises depth over breadth and discourages reductive approaches such as memorising pre-written paragraphs that are only tangentially relevant to the specific question asked.
评分方案理念的转变与“少而精”这一更广泛的评估设计趋势相吻合。能够跨越多个段落维系一个有见地的论点、不断呼应题目要求及其细微差异的学生，才能冲击最高分档。这鼓励教学中优先重视深度而非广度，并抑制了那些机械背诵仅与题目沾边的预制段落之类的简化做法。
11. Implications for Teaching and Learning | 对教与学的启示
The 2026 changes demand a classroom culture that values independence, interpretative confidence and metacognitive reflection. Since there is no coursework to scaffold the writing process, teachers need to embed formative opportunities for extended writing under timed conditions from the very start of the course. Peer assessment using exam board criteria, individual writing conferences, and the explicit teaching of planning structures such as 'Point–Evidence–Analysis–Link' or 'Thesis–Antithesis–Synthesis' will help students internalise the expectations of the final exams. Additionally, because unseen texts now carry significant weight, schools are investing in class libraries and weekly wider reading programmes that expose learners to a range of non-fiction genres, from political speeches to graphic memoirs.
2026年的变化要求在课堂文化中重视独立性、诠释自信和元认知反思。由于不再有课程作业来为写作过程搭建支架，教师需要从课程伊始就嵌入在限时条件下进行长篇写作的形成性机会。使用考试局标准进行同伴互评、进行个人写作面谈，以及明确教授诸如“观点–证据–分析–关联”或“正论–反论–综合”的构思结构，将帮助学生内化最终考试的期待。此外，由于陌生文本现在占很大比重，学校正在投资建设班级书库和每周的广阅读计划，让学习者接触从政治演说至图像回忆录等多种非虚构文类。
Digital literacy is also becoming more important. Many 2026 unseen extracts will be drawn from digital or multi-modal sources, so students must be trained to analyse visual elements, layout and online rhetoric alongside more traditional written features. This holistic preparation not only serves the exam but also equips learners with critical reading skills applicable far beyond the English classroom.
数字素养也变得日益重要。2026年的许多陌生摘录将选自数字或多模态资源，因此学生必须接受训练，在分析传统的文字特征之外，还能分析视觉元素、版面布局和网络修辞。这种全面的准备不仅服务于考试，还使学习者具备了在英语课堂之外也广泛适用的批评性阅读能力。
12. Trends and Predictions for 2026 and Beyond | 2026年及以后的趋势与预测
Looking ahead, several trends appear likely to define the WJEC AS English landscape. First, the emphasis on integrated language and literature analysis will continue to strengthen, blurring the traditional boundaries between English Language and English Literature as separate disciplines. Second, the unseen paper will evolve to incorporate an even greater variety of texts, perhaps including translated works or hybrid genres, to reflect the globalised nature of contemporary English. Third, digital assessment pilots may emerge, initially in formative contexts, as examination boards explore on-screen marking and multimodal response formats. WJEC has already indicated a willingness to innovate in assessment design, and the 2026 specification's flexibility provides a foundation for future developments.
展望未来，有几个趋势似乎将定义WJEC AS英语的格局。首先，对语言与文学综合分析的重视将持续加强，模糊英语语言与英语文学作为独立学科的传统界限。其次，陌生文本试卷将演变出更多样化的文本类型，或许会包括翻译作品或混合文类，以反映当代英语的全球化特征。第三，随着考试局探索屏幕阅卷和多模态应答形式，数字评估试点可能首先在形成性场景中出现。WJEC已经展现出在评估设计上创新的意愿，而2026年规范的灵活性为未来的发展提供了基础。
For current Year 11 students planning to take AS English in 2026, the message is clear: succeed by becoming an active, curious reader. Do not wait until the exam year to build your unseen skills. Read beyond the set texts, debate interpretations with peers, and treat every piece of writing you encounter as a potential exam extract. The new specification rewards genuine critical engagement, and those who embrace the subject as a living conversation with texts will be best placed to excel in the 2026 examinations and beyond.
对于目前计划在2026年修读AS英语的十一年级学生而言，信息很明确：成为一名主动、好奇的阅读者，才能取得佳绩。不要等到考试那年才开始培养你的陌生文本技能。在指定文本以外广泛阅读，与同伴辩论各种诠释，并将你遇到的每一篇文字都视为潜在的考试文本。新规范奖励真正的批评性投入，那些将这门学科视为与文本的活生生对话的人，将在2026年及以后的考试中处于最有利的位置。
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