This paper takes a ‘bottom up’ approach to the GCSE English Language, focusing on the GCSE English language mark scheme as a cornerstone of the curriculum. It presents a working example which demonstrates how small but significant alterations to the mark scheme can have a big impact on promoting language analysis. It also presents an example of how these changes can be reflected in the question design to better enable students of varied English language abilities to communicate their understanding. These changes are achievable within the current National Curriculum and would provide a foundation on which larger changes to the teaching of English Language could be built.