New for 2015

Edexcel GCSE (9-1)

English Language Resources Guide

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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:

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Revision Guide and Workbook

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

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

REVISE EDEXCEL GCSE (9-1)

English Language

REVISION GUIDE

A LW AY S L E A R N I N G

* 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

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One 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.

Professional Development Pedagogy Training Gain 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.

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

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

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

Text Anthology

Emma Curran and Helen Lines Series consultant: Debra Myhill

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

ActiveLearn Digital Service

English Language a

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

Edexcel GCSE (9-1)

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

One 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.

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Grammar for Writing pedagogy .................................................. 4

Text Anthology

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Contents

Our 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.

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

Supporting differentiation and progression for all your students

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

The 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.

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

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

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

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

Debra 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.

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• prepare students for the new style of assessments

Improving writing through Grammar for Writing

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

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.

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Hello and welcome

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

A positive impact on reading and writing More 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 principles 1. 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.

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GCSE 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.

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Grammar for Writing at KS4

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.

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the snow, great while over I have walked a nor strong. And I am not tall h are set, teet my and My clothes are wet, hard and long. And the way was h, over the fruitful eart I have wandered here before. the door! But I never came d, and let me in at shol thre the Oh, lift me over

is a cruel foe. The cutting wind in the blast. I dare not stand a groan, e, and my voice ston are ds han My death is past. And the worst of en still, I am but a little maid are sore. r! My little white feet me in at the doo threshold, and let Oh, lift me over the

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.

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We strongly believe the Grammar for Writing pedagogy provides an exciting, evidencebased 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.

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.

© Pearson Educa

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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.

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.

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“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

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

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Improving writing through Grammar for Writing

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

Animal welfare

My Family and Other Animals

Animal welfare

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

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.

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

Glossary entrenched: long-lasting and difficult to change prophetic: an accurate prediction 2

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Sample pages from the Text Anthology

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

The Text Anthology also includes …

Challenging words are supported by definitions in the glossary box.

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Glossary

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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.

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This 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.

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Contextual information is provided to help students access each extract.

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.

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Text Anthology

• 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.

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Introducing our ActiveLearn Digital Service – powered by ActiveTeach One annual subscription gives you full access to a wealth of resources to support every extract in the Text Anthology.

Course structure

What’s included in our ActiveLearn Digital Service?

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

We 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.

• The Text Anthology on screen for front of class use, with annotation tools to support discussion about each extract.

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).

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

Tier 2

6–7

Tier 3

6–8

Tier 4

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8+

Tier 6

8+ Writing tasks

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.

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Animal welfare

My Family and Other Animals

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Tier 5

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5–6

Hooks

Animal welfare

Care about horses? Then you should boycott the Grand National

This 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.

The article below was published in The Guardian newspaper the day before the 2014 Grand National horse race.

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.

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.

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

Glossary entrenched: long-lasting and difficult to change prophetic: an accurate prediction 2

Grammar for Writing workshops and worksheets

Reading for Meaning worksheets

Critical writing

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

Progress Checks

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Tier 1

Teacher Guide

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Suitable for students working at old NC Levels…

• 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…

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Tier of resources

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

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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.

• 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.

Assessment papers and mark schemes

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

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Non-fiction

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Written by Gerald Durrell

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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 2

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Newspaper article – writing to argue

21st Century

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Care about horses? Then you should boycott the Grand National

Non-fiction

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Written by Mimi Bekhechi

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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 details Lesson Learning objectives 1

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

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

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Understand how the selection of key ideas supports the writer’s argument Be able to sequence ideas logically when writing a persuasive article Understand the importance of reviewing tense, viewpoint and register decisions when writing a persuasive article

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Use Hook presentation to introduce the topic.

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Students read Text 1 (from My Family and Other Animals) in the Anthology or 2.1 Text 1.

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Complete reading for meaning activities on Reading for meaning worksheet 1. A Reading for meaning 1 interactive provides extra optional support if time allows.

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Work through Writer’s Workshop 1 presentation to explore how 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.

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Use video links in Introduction presentation to start lesson.

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Students read Text 2 (Care about horses?) in the Anthology or 2.1 Text 2.

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Complete the reading for meaning activities on the Reading for meaning worksheet 2. A Reading for meaning 2 interactive is also available to support this.

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Work through Writer’s workshop 2 presentation to explore how 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.

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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.

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Introduce the task on the Writing task worksheet.

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Students complete the writing task. This task is also supported by the Writing design presentation, a Writing interactive and a Writing modelling presentation.

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

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The worksheet and presentations offer additional guidance to help students consider tense, viewpoint and register decisions.

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

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

Summary

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

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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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My Family and Other Animals

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Autobiography – writing to describe

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20th Century

Reading for meaning

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

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Text 1

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The texts

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2.1 Topic overview sheet: Animal Welfare

Hooks

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Teacher Guide

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ActiveLearn Digital Service – sample material from Topic 2.1 Animal Welfare

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ActiveLearn Digital Service – sample material from Topic 2.1 Animal Welfare

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

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

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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.

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Progress Checks

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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.

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Grammar for Writing worksheets

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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.

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Grammar for Writing workshops

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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.

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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.

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

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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.

Writing tasks

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Critical Writing

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ActiveLearn Digital Service – sample material from Topic 2.1 Animal Welfare

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

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Revision support

ActiveLearn Digital Service

Level  2  

Level  3  

 

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3-­‐4  

5-­‐6  

including  use  of   vocabulary.     • Range  of  reference is  correct  but  not   developed.   ed   NB  The  mark  award d  the   cannot  progress  beyon top  of  Level  1  if  only   has     ture truc s R   language  O been  considered.     Step  3,  4,  5,  6   n  of   natio xpla e • Some   how  both  language   and  structure  are   used  to  achieve   effects  and   influence  readers,   including  use  of   vocabulary  and   .     sentence  structure are   • The  quotations   appropriate  and   s   supports  the  point being  made.     Steps    7  -­‐  12   nd   a   • Language structure  are   analysed  and   candidates   comment  on  how     this  has  influenced the  reader.  Their   de   nclu i comments   use  of  vocabulary,     sentence    structure and  other  language   .   features • The  use  of   quotations  are  well   selected  and     illustrate  the  point being  made.    

• Designed for hassle-free classroom and independent study with one-topic-perpage 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.

• 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.

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Revision Workbook

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

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.

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

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

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.

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Mark   0   1-­‐2  

Level     Level  1  

REVISION WORKBOOK

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A LW AY S L E A R N I NG

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REVISE EDEXCEL GCSE (9-1)

English Language

Revision Guide

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

3.  In  lines  17  -­‐36,   how  does  the  write r  use  language  and   both  Mr  Podgers’ structure  to  show  and  Lord  Arthur’s    the  change  in   moods?   Support  your  view s  with  reference  to   the  text.                                                                                                                                  (6)   ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… …… ………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… …… ………… …… ……………………………… ……………………………… ……………………………… ……………………………… ………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… …… ………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… …… …… …… …… ……………………………… ……………………………… ……………………………… ……………………………… ………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… …… ………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… …… …… ……………………………… ……………………………… …… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… …… ………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… ……………………………… ……………………………… ……………………………… ……………………………… ……………… Indicative  of  steps   ……………………………… ……………………………… (A02  descriptor)   ……………………………… ………………………………   …… ed   ………… redit c ……………………………… ……Step Nothing  to  be   …………  2   ………………  1  &…… ……………………………… ……………………………… on   ……………… • Some  comment   ……………………………… ……………………………… …… …… …… …… ……………………………… ………………………… the   ……………………………… ……………………………… ……………………………… language/structure   ……………………………… ………… ……………………………… ……………………………… used  to  achieve   ……………………………… ……………………..  (Tot ……………… al  for  Question  3  = effects  and    6  marks)                                                             influence  readers,  

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REVISION GUIDE

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

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REVISE EDEXCEL GCSE (9-1)

English Language

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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.

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

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REVIS WORKBION OOK

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Text Anthology

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

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

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

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

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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.

ON REVISI E GUID

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ActiveLearn Digital Service

• 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.

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

ActiveLearn Digital Service

• 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.

Professional Development

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

ActiveLearn Digital Service

• 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.

Professional Development

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

ActiveLearn Digital Service

• 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)

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

Professional Development

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

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

Text Anthology

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

• 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.

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Order your FREE Evaluation Pack If 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 online Order via our website at: www.pearsonschools.co.uk/edgcseenglangep2015

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Email your order to: [email protected]

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Shares the same Grammar for Writing methodology used in our GCSE resources!

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Supports the new KS3 English Curriculum 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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Find out more at www.pearsonschools.co.uk/gcsecgskillsforwriting.