Download pdf - Edexcel GCSE (9-1) English Language - Pearson Education · English Language Text Anthology Emma Curran and Helen Lines Series consultant: Debra Myhill ALWAYS LEARNING REVISE EDEXCEL

mes, they were the footp

rints of a gigantic h

ound!”

Edexcel GCSE (9-1)

English LanguageResources Guide

New for 2015

mes, t

hey were the footprints of a gigantic hound!”

32

Hello and welcome Why choose our Edexcel GCSE (9–1) English Language teaching and learning service?

GCSE English is changing for first teaching from September 2015 and we’re here to support you as you start to think about how best to tackle those changes. We’re launching a brand new teaching and learning service designed specifically for the Edexcel GCSE (9–1) English Language specification. Our resources will help you:

• teach the new Edexcel GCSE (9–1) English Language specification* with confidence

• prepare students for the new style of assessments

• support and monitor your students’ progress, so you can make sure they are on track to achieve their full potential

• improve your students’ writing skills so that they can write in a sustained, technically accurate and effective way

• develop student confidence and resilience when responding to challenging unseen texts

• deepen your own understanding of the Grammar for Writing and Let’s Think in English pedagogies.

ContentsGrammar for Writing pedagogy ................................................. 4

Let’s Think in English pedagogy .................................................. 5

Text Anthology ............................................................................6–7

ActiveLearn Digital Service .................................................. 8–16

Revision .......................................................................................... 17

Professional Development ......................................................... 17

Summary grid matching resource features to the new GCSE ..................................................18–19

Next steps ...................................................................................... 20

* Our resources are going through the review process to get Edexcel endorsement. To find out more about the new Edexcel GCSE (9–1) English Language specification, visit www.edexcel.com/englishfor2015

Our new resources have been developed in exclusive partnership with experts from the University of Exeter and King’s College London. The course components incorporate both the Grammar for Writing and the Let’s Think in English pedagogies – specifically designed to help with improving writing, and building confidence with unseen texts.

Improving writing through Grammar for WritingDebra Myhill’s Grammar for Writing pedagogy has been trialled and shown to significantly increase the rate of progress in reading and writing. Students explore and analyse the choices writers make and then experiment with those choices in their own writing. See page 4.

Building confidence with unseen texts through Let’s Think in EnglishThe Let’s Think in English pedagogy is underpinned by research and focuses on developing inference, deduction and analysis skills to build students’ confidence when tackling unseen texts in exam conditions. See page 5.

Supporting differentiation and progression for all your studentsOur resources are organised into six differentiated tiers – helping you to consider your teaching to suit the ability profile of your classes. The structure also supports a cumulative approach to developing reading and writing, where students can revisit and extend skills as they progress from one tier to the next. Assessment materials are provided to help you monitor that progress. See page 8.

Text AnthologyOne student book with 100 fiction and non-fiction extracts carefully chosen to engage students and help provide a context for building the skills they will need. See pages 6–7.

Revision Guide and WorkbookBrand new Revision Guide and Workbook, written specifically to support your students with their GCSE mocks and final exam preparation. See page 17.

Professional Development Pedagogy TrainingGain a deeper understanding of the Grammar for Writing and the Let’s Think in English pedagogies and how best to embed them into your teaching. See page 17.

ActiveLearn Digital ServiceOne annual subscription gives you full access to our interactive front-of-class teaching, planning and assessment service: a wealth of resources to support every extract in the Anthology. See pages 8–16.

But as I listened, I heard as if from

down below in the valley

the howling of many wolves

. Th

e Count's ey

es, and

We were both silent for a while, and as I looked towards

Hitherto I had noticed the backs of his h

ands as the

y lay on his kn

ees in the fire

light, and they had seemed rather

white and



ound!”

Edexcel GCSE (9-1)

English LanguageText Anthology Emma Curran and Helen Lines

Series consultant: Debra Myhill

A LWAY S L E A R N I NG

REVISE EDEXCEL GCSE (9-1)

English Language

REVISION GUIDE


Shares the same Grammar for Writing methodology used in our KS3 Skills for Writing course.

Course components

www.edexcel.com/englishfor2015

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54

© Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free. 1

The Witch I have walked a great while over the snow,

And I am not tall nor strong.

My clothes are wet, and my teeth are set,

And the way was hard and long.

I have wandered over the fruitful earth,

But I never came here before.

Oh, lift me over the threshold, and let me in at the door!

The cutting wind is a cruel foe.

I dare not stand in the blast.

My hands are stone, and my voice a groan,

And the worst of death is past.

I am but a little maiden still,

My little white feet are sore.

Oh, lift me over the threshold, and let me in at the door!

Improving writing through Grammar for Writing

Building confidence with unseen texts: Let’s Think in English

Research strongly suggests that poor writing skills are one of the fundamental reasons why more learners do not go on to realise their potential.

Let’s Think in English is a teaching programme created by Laurie Smith and Michael Walsh for King’s College London to help students develop the response and analysis skills necessary for success in English. The programme has been trialled by 100+ schools over five years and proven to work with students of all abilities.

Let’s Think in English (LTE) consists of lessons designed to be used fortnightly, all using high-interest texts. The lessons are largely oral, based on reading, open-ended questioning and structured group discussion. They systematically develop students’ skills of inference, deduction and analysis, increasing their confidence, understanding and ability to express their ideas. This can lead to higher results in written examinations as well as in speaking and listening. Read more in the separate leaflet The Let’s Think in English Pedagogy.

Our new teaching and learning service for Edexcel GCSE (9–1) English Language includes six exclusive LTE lessons, with the planning, guidance and resources you need to teach them.

In 2012, Professor Myhill and her team at the University of Exeter published the findings of a three-year study into the impact of contextualised grammar teaching – a pedagogy developed at the University of Exeter and now called Grammar for Writing. In the study, KS3 students exposed to this pedagogy made almost double the rate of progress in writing.

Grammar for Writing at KS4GCSE change for 2015 brings about a new set of expectations and challenges for students, most notably with the emphasis on 100% examination, literary heritage texts, writing skills and technical accuracy.

A positive impact on reading and writingMore recently, Professor Myhill and her team carried out a new study at KS4 to see if it had the same significant effect. Again, the intervention had a statistically significant positive impact on students’ reading as well as writing, specifically with language analysis, sentence structure, punctuation and spelling. Read more in the separate leaflet The Grammar for Writing Pedagogy at KS4.

The seven Grammar for Writing pedagogical principles1. Make a link between the grammar being introduced and how it works in the writing

being taught.

2. Explain the grammar through examples, not lengthy explanations.

3. Build in high-quality discussion about grammar and its effects.

4. Use ‘creative imitation’ to offer model patterns for students to play with and then use in their own writing.

5. Use authentic examples from authentic texts to link writers to the broader community of writers.

6. Select activities which support students in making choices and being designers of writing.

7. Include language play, experimentation, risk-taking and games.

We strongly believe the Grammar for Writing pedagogy provides an exciting, evidence-based approach to improving writing and reading progress at KS3 and KS4 through contextualised grammar teaching – that’s why it underpins our brand-new teaching and learning service to help you tackle this critical need.

“These resources draw on research conducted in the Centre for Research in Writing at the University of Exeter over many years and set out to de-mystify the writing process through being explicit about how writing is shaped and crafted.” Professor Debra Myhill, Exeter University

Texts studied are in the Text Anthology and supported by LTE worksheets, and powerpoints on our ActiveLearn Digital Service. These guide you through the structure of the LTE lessons.

mes, t


6 7

Animal welfare

2 3

Perhaps the most exciting discovery I made in this multicoloured Lilliput* to which I had access was an earwig’s nest. I had long wanted to find one and had searched everywhere without success, so the joy of stumbling upon one unexpectedly was overwhelming, like suddenly being given a wonderful present. I moved a piece of bark and there beneath it was the nursery, a small hollow in the earth that the insect must have burrowed out for herself. She squatted in the middle of it, shielding underneath her a few white eggs. She crouched over them like a hen, and did not move when the flood of sunlight struck her as I lifted the bark. I could not count the eggs, but there did not seem to be many, so I presumed that she had not yet laid her full complement. Tenderly I replaced her lid of bark.

From that moment I guarded the nest jealously.I erected a protecting wall of rocks round it, and

as an additional precaution I wrote out a notice in red ink and stuck it on a pole nearby as a warning to the family. The notice read: ‘BEWAR – EARWIG NEST – QUIAT PLESE.’ It was only remarkable in that the two correctly spelt words were biological

If you saw your neighbour whipping a dog, you’d be on the phone to the police immediately, right? Of course, anyone with a shred of decency condemns hurting animals. Yet, inexplicably, some still turn a blind eye to the cruelty to horses during the Grand National, in which riders are required to carry a whip. Nearly every year, racehorses sustain injuries. Many have paid with their lives.

When 40 skittish horses are jammed onto a treacherous obstacle course, viciously whipped, and forced into jumping, breakdowns are inevitable. Last year, only 17 – fewer than half – finished the Grand National, and while the race organisers were quick to highlight an absence of fatalities after last year’s main event, they conveniently failed to mention that two horses died at the same course earlier in the week. According to research by Animal Aid in 2012, Aintree was the most lethal of all of Britain’s racecourses, claiming the lives of six horses in just eight days of racing.

Treated like wind-up toys – their fragile limbs pushed to and sometimes beyond breaking point – many horses sustain fractured legs or necks or severed tendons, while others have heart attacks. Every year, hundreds of horses die on British race tracks. More are turned into dog food when they stop winning.

The mindset that horses are little more than tools to be used, abused and discarded is entrenched* in the racing industry. Ruby Walsh’s comment that horses are “replaceable” is deeply offensive. Horses are not unfeeling – they experience joy, anxiety, fear and affection. They are also clever and perceptive, as anyone who has seen a horse figure out how to open stable-door latches will tell you. However, Walsh’s comments were prophetic*: the very next day, two more horses died on the Cheltenham track.

Horses are sometimes drugged to mask pain and keep them running when they should be resting or receiving treatment. Raced too young and too hard, when their bones are not up to the pounding and stress, horses used in racing endure injuries, lameness and exhaustion. Last year, Godolphin trainer Mahmood al -Zarooni was banned from racing for eight years after being found guilty of doping offences.

People who care about horses should turn their backs on the Grand National and every other race in which horses are being run to death. This cruelty will end only when the public realises that there is no such thing as a “harmless flutter” when it comes to funding the cruel and exploitative horse-racing industry.

2.1 Animal welfare

My Family and Other AnimalsThis extract is taken from Gerald Durrell’s autobiographical account of the five years he spent living on the Greek island of Corfu, aged 10 to 15.

Care about horses? Then you should boycott the Grand NationalThe article below was published in The Guardian newspaper the day before the 2014 Grand National horse race.

ones. Every hour or so I would subject the mother earwig to ten minutes’ close scrutiny. I did not dare examine her more often for fear she might desert her nest. Eventually the pile of eggs beneath her grew, and she seemed to have become accustomed to my lifting off her bark roof. I even decided that she had begun to recognise me, from the friendly way she waggled her antennae.

To my acute disappointment, after all my efforts and constant sentry duty, the babies hatched out during the night. I felt that, after all I had done, the female might have held up the hatching until I was there to witness it. However, there they were, a fine brood of young earwigs, minute, frail, looking as though they had been carved out of ivory. They moved gently under their mother’s body, walking between her legs, the more venturesome even climbing on to her pincers. It was a heart-warming sight. The next day the nursery was empty: my wonderful family had scattered over the garden.

I saw one of the babies some time later: he was bigger, of course, browner and stronger, but I recognized him immediately. He was curled up in a maze of rose-petals, having a sleep, and when I disturbed him he merely raised his pincers irritably over his back. I would have liked to think that it was a salute, a cheerful greeting, but honesty compelled me to admit that it was nothing more than an earwig’s warning to a potential enemy. Still, I excused him. After all, he had been very young when I last saw him.

Glossaryentrenched: long-lasting and difficult to change

prophetic: an accurate prediction

GlossaryLilliput: A reference to the fictional island from the novel Gulliver’s Travels, which is inhabited by tiny people.

The Text Anthology also includes …• Assessment pages to give students experience of exam-style questions.

(More assessment resources are provided on our ActiveLearn Digital Service.)

• Extracts for the Let’s Think in English lessons (provided on our ActiveLearn Digital Service) to build the confidence and resilience of students when responding to unseen texts.

Contextual information is provided to help students access each extract.

Challenging words are supported by definitions in the glossary box.

Text Anthology

A fantastic bank of engaging fiction and non-fiction extracts.

Extracts are usually from texts typical of those that students will encounter in their GCSE English Language exams.

This course is organised into six differentiated tiers to support different ability profiles. Each tier consists of seven topics. Each topic offers three lessons based on a pair of extracts in the Text Anthology, centring around a particular theme e.g. Animal Welfare in topic 2.1.

Sample pages from the Text Anthology

mes, t


8 9

Course structureWe know how important it is for you to understand the progress your students are making in the lead up to their GCSE, that’s why this course is organised into six differentiated tiers.

Each tier supports a particular ability profile so you can target the needs of your individual students and track their progress as they move to the next tier. Each differentiated tier offers seven topics (so 42 topics in the whole course) and each topic consists of three lessons (so 21 lessons in total per tier).

Each topic is based on a pair of extracts from the Text Anthology and uses them as a context to build reading and writing skills. You can work through all the topics provided for a tier or dip in and use only particular topics from across the tiers.

Tier of resources

Suitable for students working at old NC Levels…

Tier 1 5–6

Tier 2 6–7

Tier 3 6–8

Tier 4 7–8

Tier 5 8+

Tier 6 8+

Introducing our ActiveLearn Digital Service – powered by ActiveTeach

Our ActiveLearn Digital Service is structured to support different abilities and to help you track progress.

One annual subscription gives you full access to a wealth of resources to support every extract in the Text Anthology.

Animal welfare

2 3

Perhaps the most exciting discovery I made in this multicoloured Lilliput* to which I had access was an earwig’s nest. I had long wanted to find one and had searched everywhere without success, so the joy of stumbling upon one unexpectedly was overwhelming, like suddenly being given a wonderful present. I moved a piece of bark and there beneath it was the nursery, a small hollow in the earth that the insect must have burrowed out for herself. She squatted in the middle of it, shielding underneath her a few white eggs. She crouched over them like a hen, and did not move when the flood of sunlight struck her as I lifted the bark. I could not count the eggs, but there did not seem to be many, so I presumed that she had not yet laid her full complement. Tenderly I replaced her lid of bark.

From that moment I guarded the nest jealously.I erected a protecting wall of rocks round it, and

as an additional precaution I wrote out a notice in red ink and stuck it on a pole nearby as a warning to the family. The notice read: ‘BEWAR – EARWIG NEST – QUIAT PLESE.’ It was only remarkable in that the two correctly spelt words were biological

If you saw your neighbour whipping a dog, you’d be on the phone to the police immediately, right? Of course, anyone with a shred of decency condemns hurting animals. Yet, inexplicably, some still turn a blind eye to the cruelty to horses during the Grand National, in which riders are required to carry a whip. Nearly every year, racehorses sustain injuries. Many have paid with their lives.

When 40 skittish horses are jammed onto a treacherous obstacle course, viciously whipped, and forced into jumping, breakdowns are inevitable. Last year, only 17 – fewer than half – finished the Grand National, and while the race organisers were quick to highlight an absence of fatalities after last year’s main event, they conveniently failed to mention that two horses died at the same course earlier in the week. According to research by Animal Aid in 2012, Aintree was the most lethal of all of Britain’s racecourses, claiming the lives of six horses in just eight days of racing.

Treated like wind-up toys – their fragile limbs pushed to and sometimes beyond breaking point – many horses sustain fractured legs or necks or severed tendons, while others have heart attacks. Every year, hundreds of horses die on British race tracks. More are turned into dog food when they stop winning.

The mindset that horses are little more than tools to be used, abused and discarded is entrenched* in the racing industry. Ruby Walsh’s comment that horses are “replaceable” is deeply offensive. Horses are not unfeeling – they experience joy, anxiety, fear and affection. They are also clever and perceptive, as anyone who has seen a horse figure out how to open stable-door latches will tell you. However, Walsh’s comments were prophetic*: the very next day, two more horses died on the Cheltenham track.

Horses are sometimes drugged to mask pain and keep them running when they should be resting or receiving treatment. Raced too young and too hard, when their bones are not up to the pounding and stress, horses used in racing endure injuries, lameness and exhaustion. Last year, Godolphin trainer Mahmood al -Zarooni was banned from racing for eight years after being found guilty of doping offences.

People who care about horses should turn their backs on the Grand National and every other race in which horses are being run to death. This cruelty will end only when the public realises that there is no such thing as a “harmless flutter” when it comes to funding the cruel and exploitative horse-racing industry.

2.1 Animal welfare

My Family and Other AnimalsThis extract is taken from Gerald Durrell’s autobiographical account of the five years he spent living on the Greek island of Corfu, aged 10 to 15.

Care about horses? Then you should boycott the Grand NationalThe article below was published in The Guardian newspaper the day before the 2014 Grand National horse race.

ones. Every hour or so I would subject the mother earwig to ten minutes’ close scrutiny. I did not dare examine her more often for fear she might desert her nest. Eventually the pile of eggs beneath her grew, and she seemed to have become accustomed to my lifting off her bark roof. I even decided that she had begun to recognise me, from the friendly way she waggled her antennae.

To my acute disappointment, after all my efforts and constant sentry duty, the babies hatched out during the night. I felt that, after all I had done, the female might have held up the hatching until I was there to witness it. However, there they were, a fine brood of young earwigs, minute, frail, looking as though they had been carved out of ivory. They moved gently under their mother’s body, walking between her legs, the more venturesome even climbing on to her pincers. It was a heart-warming sight. The next day the nursery was empty: my wonderful family had scattered over the garden.

I saw one of the babies some time later: he was bigger, of course, browner and stronger, but I recognized him immediately. He was curled up in a maze of rose-petals, having a sleep, and when I disturbed him he merely raised his pincers irritably over his back. I would have liked to think that it was a salute, a cheerful greeting, but honesty compelled me to admit that it was nothing more than an earwig’s warning to a potential enemy. Still, I excused him. After all, he had been very young when I last saw him.

Glossaryentrenched: long-lasting and difficult to change

prophetic: an accurate prediction

GlossaryLilliput: A reference to the fictional island from the novel Gulliver’s Travels, which is inhabited by tiny people.

See pages 10-16 for sample material from Topic 2.1 Animal Welfare on our ActiveLearn Digital Service

Start with whichever tier you think is most appropriate for your students. Subsequent tiers will revisit many of the skills but in a more sophisticated manner – providing consolidation and extension. The structure supports a cumulative approach to learning.

What’s included in our ActiveLearn Digital Service?• The Text Anthology on screen for front of class use, with annotation tools to support discussion

about each extract.

• The Teacher Guide to explain the resources provided for each topic and to help you plan and deliver engaging lessons.

• Twelve assessment papers in the style of the new exams, and accompanying mark schemes to help you to monitor the progress your students are making.

• Six exclusive Let’s Think in English lessons that will help you build the confidence and resilience of students when responding to unseen texts.

• Differentiated resources for each of the 42 topics, to support students across the ability spectrum and to consolidate skills as they move to the next tier. Includes workshops, presentations, worksheets, interactive activities and more…

Sample from the ActiveLearn Digital Service showing the Text Anthology on screen

Teacher Guide Reading for Meaning

worksheets

Progress Checks

Assessment papers and mark schemes

Writing tasks

Grammar for Writing workshops

and worksheets

Critical writing Hooks

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10 11

Reading for meaning worksheets deepen understanding of each text and rehearse a range of reading strategies students will need for their assessments.

Hooks

ActiveLearn Digital Service – sample material from Topic 2.1 Animal Welfare

Teacher Guide

Snappy Hook presentations at the start of each new topic help you to engage students with the topic theme.

Reading for meaning

2.1 Topic overview sheet: Animal Welfare

The texts

Text 120th CenturyNon-fiction

• Autobiography – writing to describe• My Family and Other Animals• Written by Gerald Durrell• An extract from Durrell’s autobiographical account of his family’s life on the Greek

island of Corfu from 1935–1939, written in 1956.

Text 221st CenturyNon-fiction

• Newspaper article – writing to argue• Care about horses? Then you should boycott the Grand National• Written by Mimi Bekhechi• An article appearing in The Guardian, 4th April 2014, the day before the Grand

National was run, encouraging readers to consider the treatment of race horses.

Summary of lessons and coverage – see full plans for detailsLesson Learning objectives Summary

1 Be able to identify key ideas and events in an autobiography extract and how they support the writer’s intentionUnderstand how the selection of key ideas and events supports the writer’s intention

● Use Hook presentation to introduce the topic.● Students read Text 1 (from My Family and Other Animals) in

the Anthology or 2.1 Text 1.● Complete reading for meaning activities on Reading for

meaning worksheet 1. A Reading for meaning 1interactive provides extra optional support if time allows.

● Work through Writer’s Workshop 1 presentation to explorehow the writer has selected ideas and events to support his intention. This is also supported by an optional Writer’s workshop 1 progress check presentation and Short writing task worksheet if time allows.

2 Be able to identify key arguments in a persuasive article and how they support the writer’s intentionUnderstand how the selection of key ideas and events supports the writer’s argumentBe able to comment on the writer’s possible intention and develop a personal response to it

● Use video links in Introduction presentation to start lesson.● Students read Text 2 (Care about horses?) in the Anthology

or 2.1 Text 2.● Complete the reading for meaning activities on the Reading

for meaning worksheet 2. A Reading for meaning 2interactive is also available to support this.

● Work through Writer’s workshop 2 presentation to explorehow the writer uses key ideas to support her argument. This is also supported by a Writer’s workshop 2 progress check presentation and a Sequencing paragraphs worksheet.

● The Critical writing worksheet provides an opportunity for students to plan and write a response about the extract. The Critical writing: evaluation presentation gives sample answers and supports students in evaluating these.

3 Understand how the selection of key ideas supports the writer’s argumentBe able to sequence ideaslogically when writing a persuasive articleUnderstand the importance of reviewing tense, viewpoint and register decisions when writinga persuasive article

● Introduce the task on the Writing task worksheet.● Students complete the writing task. This task is also

supported by the Writing design presentation, a Writinginteractive and a Writing modelling presentation.

● At some point (before, during or after students do their own writing), the sample answer on the worksheet can be used.

● The worksheet and presentations offer additional guidance to help students consider tense, viewpoint and registerdecisions.

© Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free. 1

The Teacher Guide is included as part of our ActiveLearn Digital Service and provides overviews and lesson plans to accompany all the resources.

Includes six exclusive lesson plans to support the Let’s Think in English teaching resources on our ActiveLearn Digital Service, to build the confidence and resilience of students when tackling unseen texts.

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12 13

Supporting worksheets allow students to try out skills from the Grammar for Writing Workshops in their own writing.

Grammar for Writing worksheets

Progress Checks

Frequent Progress Checks and practice activities help you to monitor how well students have grasped each particular teaching point.

Developed in partnership with the University of Exeter, Writer’s Workshop presentations are available for every topic extract in the Text Anthology. These dig deeper into the text and explore how the writer has used particular structural, literary or linguistic features.

Each topic has a particular skills focus. For example, the first topic of Tier 2 (Topic 2.1) explores how the writers have selected and sequenced ideas. There are then topics in higher tiers using different extracts with a similar but more sophisticated focus.

The workshops help you to embed the core principles of Debra Myhill’s Grammar for Writing pedagogy into your teaching and encourage students to explore the choices writers make.


Grammar for Writing workshops

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14 15

Writing tasks

Every topic ends with a writing task based on the theme of the two extracts, just like the exam. Sample responses for every task encourage evaluation and reflection about the task.

Every writing task is accompanied by presentations supporting and modelling the writing process.


Critical Writing

Sample answers are provided along with presentations which indicate their strengths and weaknesses and help students understand how their own critical responses could be improved.

Critical writing worksheets enable students to practice responding to the texts they have read – developing the analytical and evaluative skills they will need in their exams.

Three differentiated versions of each worksheet are provided, each with a varying degree of scaffolding.

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Revision support

Help your students get ahead with our market-leading resources for GCSE Revision.

REVISE EDEXCEL GCSE (9-1)English LanguageREVISION

GUIDE


REVISE EDEXCEL GCSE (9-1)English LanguageREVISION

WORKBOOK


ActiveLearn Digital Service – sample material

Assessment and progression tracking

Revision Guide• Designed for hassle-free classroom and

independent study with one-topic-per-page format.

• Exam-style worked examples support the new specification whilst practice questions help students test their understanding of a topic.

• Spelling and grammar support is provided in a dedicated skills page and integrated throughout the book.

• Level indicator shows students exactly what level they are working at.

Revision Workbook• One-to-one page match with the

Revision Guide enables students to find the practice they need quickly and easily.

• Provides loads of practice questions in the style of the new exams, with their own set of accompanying texts.

• Guided support and hints provide additional scaffolding to help students.

• Includes a full set of practice papers written to support the new specification.

Professional Development Pedagogy Training

Training workshops to help you understand and apply the Grammar for Writing and Let’s Think in English principles into your teaching.We are working in exclusive partnership with experts from the University of Exeter and King’s College London on Professional Development courses to help you make sure your students are prepared for the challenges of the new GCSEs.

Training developed by Debra Myhill’s Grammar for Writing team at the University of Exeter will support you in embedding this approach in your teaching.

The team at King’s College London will provide training on the Let’s Think in English approach, which aims to improve confidence and resilience when tackling unseen extracts.

3. In lines 17 -‐36, how does the writer use language and structure to show the change in both Mr Podgers’ and Lord Arthur’s moods? Support your views with reference to the text. (6) …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. (Total for Question 3 = 6 marks)

Level Mark (A02 descriptor)

Indicative of steps

0

Nothing to be credited

Level 1 1-‐2

• Some comment on

the language/structure

used to achieve

effects and influence readers,

including use of

vocabulary.

• Range of reference

is correct but not

developed.

NB The mark awarded

cannot progress beyond the

top of Level 1 if only

language OR structure has

been considered.

Step 1 & 2

Level 2 3-‐4

• Some explanation of

how both language

and structure are

used to achieve

effects and influence readers,

including use of

vocabulary and

sentence structure.

• The quotations are

appropriate and

supports the points

being made.

Step 3, 4, 5, 6

Level 3 5-‐6

• Language and

structure are

analysed and

candidates comment on how

this has influenced

the reader. Their

comments include

use of vocabulary,

sentence structure

and other language

features.

• The use of quotations are well

selected and

illustrate the point

being made.

Steps 7 -‐ 12

Assessment papers with questions and tasks in the style of the new assessments, help to prepare students for their exams.

Mark schemes will help you to track your students’ progress and intervene effectively.

View samples and find out more at www.pearsonschools.co.uk/edgcseenglang2015.

Twelve practice papers and mark schemes are included on the service in total.

http://www.pearsonschoolsandfecolleges.co.uk/Secondary/EnglishAndMedia/14-16/EdexcelGCSEEnglishLanguage2015/EdexcelGCSEEnglishLanguage2015.aspx?utm_source=amp&utm_medium=Direct_Mail&utm_campaign=SEC_ENG_01NOV2014_edexcelgcse2015

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Features of the specification Where addressed How addressed

The assessment of the new GCSE (9–1) is by 100% terminal examination.

ActiveLearn Digital Service

• Cumulative approach to learning: consolidating and building on what has been previously taught.• Assessment materials: six sets of assessment papers with questions in the style of the new exams. • Writing tasks: allow students to practise imaginative and transactional writing.

Text Anthology • Assessment pages: provide practice questions in the style of the new exams.

Revision resources

• Revision Guide: summary notes in short, memorable chunks; progress check boxes; practice questions.• Revision Workbooks: guided exam questions and practice papers.

The new GCSE is untiered so all students will tackle the same unseen extracts and tasks.


• Six differentiated tiers of resources: each supporting a different ability profile; pitched to develop the skills needed by students of each ability.

Text Anthology • Extracts: resources provided for all abilities that are based on extracts from texts typical of those students will encounter in their exams.

Students will need to understand challenging unseen texts in the exams, including 19th century fiction.


• Hooks: engaging starter resources grab the interest of students, tuning them in to the themes of the extracts.• Reading for meaning worksheets: to develop key reading and comprehension skills.• Let’s Think in English: lessons from King’s College to boost confidence and resilience when tackling unseen extracts.

Text Anthology • Extracts: one hundred extracts, including many nineteenth-century ones. Carefully chosen to engage students and help them to build confidence.

Professional Development

• Teacher training: courses on the Let’s Think in English approach, to improve students’ confidence, resilience and thinking skills when tackling unseen extracts.

In the reading section of the exams, students will be required to explain and evaluate how the writer creates effects, including comparison of unseen non-fiction extracts.


• Critical writing: differentiated worksheets focusing on the skill of writing critical responses to extracts, some focusing on comparison specifically.• Sample answers: every critical writing activity has linked sample answers with commentary.• Let’s Think in English: Lessons build the skills necessary to understand and analyse writers’ techniques and discuss them insightfully.• Grammar for Writing: Writer’s Workshops embed this approach throughout the resources, helping students to understand and articulate how writers use language for effect.• Reviewed: all the main topic resources reviewed by Debra Myhill’s team at the University of Exeter – offering an ideal progression from our KS3 course called Skills for Writing.

Text Anthology • Assessment pages: provide practice reading questions in the style of the new exams.


• Teacher training: courses from the University of Exeter and King’s College to help embed the pedagogies

Students are required to write creative and transactional pieces in the exams, loosely linked to the reading texts.


• Writing tasks: every topic ends with a writing task, linked to the extracts in the topic.• Grammar for Writing: students develop their literary, structural and language skills in the Writer’s Workshops and are guided to go on to practise and apply these skills in their own writing.• Sample answers: accompany every writing task for students to evaluate and learn from.

Text Anthology • Assessment pages: provide reading and writing practice in the style of the new exams.


• Teacher training: courses from the University of Exeter to help you to embed the Grammar for Writing approach in your own teaching at KS4.

New accountability measures underline the importance of securing progress for all students across the ability spectrum.


• Assessment materials: six sets of assessment papers and accompanying mark schemes to support you in monitoring the progress your students are making.• Checking progress: regular ‘Progress Check’ resources, included with every topic, provide opportunities to evaluate the extent to which students have mastered the specific skills being taught.

Teacher Guide (on ActiveLearn Digital Service)

• Lesson plans: fully differentiated plans pitched at different ability profiles, identifying and focusing on the skills that students of different abilities need in order to progress.

Use this grid to see at-a-glance how we can support you with the changes at GCSE

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Edexcel GCSE (9-

1)

English Language

Text Anthology

Emma Curran and

Helen Lines

Series consultan

t: Debra Myhill


REVISE EDEXCEL GCSE (9-1)

English

Language

REVISION

GUIDE


REVISE EDEXCEL GCSE (9-1)English LanguageREVISION WORKBOOK




ound!”

Order your FREE Evaluation PackIf you haven’t already done so, be sure to order your FREE Edexcel GCSE (9–1) English Language Evaluation Pack (includes an advance copy of the printed Text Anthology and other sample material) available March 2015.

Order onlineOrder via our website at: www.pearsonschools.co.uk/edgcseenglangep2015

Email usEmail your order to: [email protected]

Call usCall our Customer Services team to place an order: 0845 630 3333. We’re open Monday – Friday 8.00am – 5.00pm.

When ordering please quote the Evaluation Pack ISBN 9781447982548 and your full contact details.

Pearson Ltd is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.

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Supports the new KS3 English Curriculum

Find out more at www.pearsonschools.co.uk/gcsecgskillsforwriting.

Developed in partnership with Debra Myhill and her team at the University of Exeter, Skills for Writing embeds the principles of the Grammar for Writing pedagogy – trialled and proven to almost double the rate of writing progress at KS3. Use Skills for Writing and our Edexcel GCSE (9–1) English Language resources for a seamless 11–16 approach to the new curriculum!

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t grudge break to ne

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all

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Skills for Writing

Shares the same Grammar

for Writing methodology used in our

GCSE resources!

Also available

http://www.pearsonschoolsandfecolleges.co.uk/Secondary/EnglishAndMedia/14-16/EdexcelGCSEEnglishLanguage2015/ISBN/Evaluation-Pack/EdexcelGCSEEnglishLanguage2015EvaluationPack.aspx?utm_source=amp&utm_medium=Direct_Mail&utm_campaign=SEC_ENG_01NOV2014_edexcelgcse2015

mailto:myorders%40pearson.com?subject=

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