Foreword

Welcome to the new AQA GCSE English Language resources from Cambridge
University Press. These resources adopt an engaging and progressive approach,
specifically supporting the AQA 2015 GCSE English Language specification, and
founded in the core skills for reading, writing and spoken language as defined in
the new GCSE Curriculum.

This is a time of change, challenge and opportunity. For the first time in decades,
teachers of English Language face a scenario where assessment is 100% exam
based, exams are no longer tiered, and the familiar grading of G to A* is replaced
by 1 to 9. The best of English Language and English Literature will be double
weighted, provided a student has taken both qualifications. The second best score
of English Literature and English Language can be counted in the ‘other’ group of
subjects for Attainment 8, if it’s one of the student’s highest scores in this group.

These resources help you meet the challenges and maximise on opportunities
during this period of change, by providing practical and purposeful support
for classroom and independent use. With a combination of enhanced digital
resources and print Student Books they engage students with a rich range of
reading sources and stimuli for writing, drawn from across the 19th-, 20th- and
21st-centuries and carefully selected for both purpose and appeal.

Our aim is to enable students to develop confidence and skills in reading closely
and writing fluently, and motivate them through a clear focus on Assessment
Objectives, and regular feedback on achievement and assessment of progress.
We have strived to make progress visible and attainable across the ability range,
ensuring challenge for the more able and support for those who need it with
two student books, Progress and Progress Plus. Free Teacher Resources offer
expert support for course planning, teaching and assessment, and there will be
significant opportunities for online assessment and progress tracking.

I believe these resources offer you and your students an engaging, supportive,
challenging and comprehensive experience of the study of English Language.
They develop students’ skills and knowledge so they are confident and equipped
to gain the best grade they can in their GCSE, whilst also seeking to make English
a source of pleasure and power in their lives.

Imelda Pilgrim, Series Editor

GCSE_EnglishLang_AQA_End.indd 1 24/09/2014 13:36

 Authors
Series Editor and Author: Imelda Pilgrim
Imelda taught English for many years before leaving teaching to allow more time for writing and providing
workshops for teachers and students. Imelda has written many bestselling textbooks.

Clare Constant
Clare is an experienced English teacher who has run an Outstanding English Department (OFSTED 2010)
and is Director of Teaching and Learning in a small London school. Clare has written a number of best-selling
secondary English books over the last 18 years.

Mike Ferguson
Mike has been an English Teacher for 30 years in 11–18 schools, with 18 years spent as Head of Department.
He has written a number of educational publications and has contributed to various journals. Mike has also
made contributions to Teachit and has written for a number of poetry publications.

Lindsay McNab
Lindsay worked for almost 40 years as an English and Media Studies teacher and was a Head of Department
for twenty of those years. He was also an Assistant Head with responsibility for CPD and staff development.

Martin Phillips
Martin taught English in 11–18 comprehensive schools and after a spell as a Vice Principal he moved into
advisory work. Martin has also worked as an Ofsted Registered Inspector and ran his own consultancy focusing
specifically on raising attainment in English. Working as the Director of the Digital Media Education Centre he
produced over 30 books and DVDs supporting the teaching of English and Media Studies and has also written
textbooks for major publishers.

Marian Slee
Marian is an experienced English teacher. She now works as a freelance English consultant and trainer and has
contributed to many bestselling text books.

Peter Thomas
Peter has previously been a Lecturer in Education, an English Teacher and an Advisory Teacher and is involved
in English curriculum development and assessment. He has been an Associate Fellow of the National Academy
for Gifted and Talented Youth and is currently working with The Globe Education department as well
as the Shakespeare Birthplace Trust. Peter has written for the national press, educational journals, and
NATE Classroom on various aspects of the English curriculum and assessment.

Bernard Ward
Bernard has been teaching since 1989 and in 2000 became English Co-ordinator at a Pupil Referral Unit.
He has been Literacy Co-ordinator in a special needs unit, a Behavioural Advisor, and Head of English.
In 2011 he gave up teaching to concentrate on freelance work as a poet, philosopher and as an
Educational Consultant. Bernard is Consultant PhD Supervisor for Napier University.

GCSE_EnglishLang_AQA_End.indd 2 24/09/2014 13:36

 Our offering for AQA
Cambridge University Press is delighted to have entered an approval process with AQA to publish
resources for their new 2015 GCSE English Language specification.

We are driven by a simple goal: to create resources that teachers and students need to ignite a curiosity
and love for learning. As England enters a new educational chapter, we are publishing a comprehensive
suite of blended print and digital English resources specifically written for the new AQA English
specifications, available from early 2015.

Written by an experienced author team of teachers and advisers, our differentiated GCSE English
Language resources have a strong focus on progression and developing transferable skills, and are
designed to prepare all students for the untiered linear examination. Supporting the development of
reading, writing and spoken language skills through a range of active learning approaches, students
will learn how to apply these skills to a range of familiar and unfamiliar contexts. Our resources are
specifically designed to prepare students for the challenges of 19th-century texts and support for spelling,
punctuation and grammar (SPaG) is embedded throughout.

With rich digital content to engage and motivate learners, our simple and affordable resources build on
subject knowledge and understanding, and prepare students for achievement in the new GCSE specification.

Progress Progress Plus

Component entering the AQA endorsement process.
Student Book
A print Student Book bundled with our
Elevate‑enhanced Edition, these differentiated
student resources cover all the knowledge,
understanding and skills for the GCSE English
Language course.
Other series components not entering the AQA endorsement process.
Elevate-enhanced Edition
An enhanced digital resource for students and
teachers with customisable content, including
engaging videos and opportunities to track and
report on students’ progression.

Teacher’s Resource
Everything necessary for teachers to plan and deliver
the specification.

Writing Workshops
Additional student resource of enriching Writing
Workshops to engage, build and develop writing skills
with a specific focus and outcome.

Our inclusive print Student Book and Elevate-enhanced Edition bundle offers a sophisticated and cost‑effective
solution, including everything necessary for the effective teaching and learning of the new GCSE specification
in one package.

GCSE_EnglishLang_AQA_End.indd 3 24/09/2014 13:36

 Our AQA resources
Student Book Elevate-enhanced
edition
Entering the AQA endorsement process. Not entering the AQA endorsement process.

Bundled with our Elevate-enhanced Edition, our print Available as a standalone product or as part of
Student Books have been created specifically for the print Student Book and digital bundle, our Elevate-
AQA 2015 GCSE English Language specification. enhanced Edition provides you with a flexible solution
Student Books are available at two differentiated to deliver the new 2015 qualifications. This enhanced
levels, Progress, developed for those students who digital resource provides a range of tools, allowing
would have previously sat the Foundation paper, and students to take ownership of their learning.
Progress Plus for students working from grades 5–9.
Our Elevate-enhanced Editions:
Both Student Books include:
• feature rich digital content including a
• spelling, punctuation and grammar fully range of videos, audio and differentiated
integrated throughout, addressing the new interactive resources
SPaG requirements
• allow students and teachers to annotate text,
• high-quality 19th-, 20th- and 21st-century add audio notes and hyperlinks
texts across a range of genres, selected to
• enable teachers to create specific student
help students prepare for the more challenging
groups to share notes and resources with – ideal
historical texts
for differentiation
• dedicated support to help students develop the
• allows for tracking and reporting in tests and
skills necessary to write about unseen texts in
includes a My Work folder that can be used to
timed conditions
submit work to teachers
• a spoken language section to develop
• is available online through browsers, or offline
students’ skills as speakers, presenters, listeners
through iOS or Android apps, so students can
and responders
access the content anytime, anywhere.
• a progressive teaching sequence to support
accessibility and engagement and enable
teachers to build skills right across the
ability range.

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 Writing Workshops Teacher’s
Resource
Not entering the AQA endorsement process. Not entering the AQA endorsement process.

Writing Workshops is an additional print component Specifically developed for the AQA 2015 GCSE
to develop students’ writing skills through creative, English Language specification, our FREE Teacher’s
narrative, descriptive and discursive writing, while also Resource will help with the planning and delivery of
building communication, organisation and accuracy the course.
skills. Our motivating Writing Workshops:
Packed with best-practice teaching guidance our
• will help students’ progress in the Assessment
Teacher’s Resource includes:
Objective skills of communication, organisation
and accuracy • a full Scheme of Work mapping the Student
Book content to the qualifications and
• will inspire students as writers at GCSE
highlighting opportunities to co-teach
and beyond
• support for the integrated teaching and
• draw on the authors’ experience in
delivery of both the English Language and
successfully running writing workshops
English Literature specifications
at GCSE for many years.
• maps where spelling, punctuation and
grammar are taught within the units, for clarity
of coverage and application in different contexts
• Assessment for Learning to help monitor
individual and group progress
• transition support from Key Stage 3 to GCSE
and from GCSE to A Level
• differentiation opportunities to stretch the
more able and provide support for those who
need it most.

You can access the Student Book sample chapters featured here online,
and to view a sample demonstration of the Elevate-enhanced Edition,
contact your local sales consultant through
[Link]/ukschools

GCSE_EnglishLang_AQA_End.indd 5 24/09/2014 13:36

 Using the Student Book

GCSE English Language Progress Plus

r

source J

A gun is fired. Startled antelopes look up from their grazing as the

noise echoes across the savanna. As the reverberation fades, one of
2
Africa’s most incredible animals struggles to take his last breath
through his punctured lungs. All is quiet apart from the sound of the c
hunter’s footsteps on the brittle grass. He squats by the bloodstained 5
carcass, still holding his gun, and smiles as his picture is taken. S
Victory shots are fired into the air as the proud hunter gets into the w
car, driven by his guide, and goes back to the hunting camp where s
he is served a meal and a stiff drink. The skinners then get to work fr
carefully removing the tawny coat from the carcass. Vultures circle 10
above the mass of meat and, as the last car leaves, they descend and
finish off what the hunter has left behind.

One of the most magnificent male lions in our study area has
been killed. Armagnac will soon be flown halfway across the
world, where on arrival his head will be stuffed and mounted 15
on the hunter’s wall, along with the photograph. His skin will be
used as a carpet, and the hunter will tell his friends about his trip to
Africa, with a few embellishments. Above him Armagnac will stare
into oblivion with his new glass eyes.
From The Lion Children by Angus, Maisie and Travers McNeice

Generic icons English icons Marketing icons

Tip Icon Writing exercise

Assess your progress fUrther ProGress

Chapter Review icon

Assess your progress Use strand colour for

the circle
Ebook icon

Assessment for Learning (AfL) end Read Source J and answer the questions
Key point/terms icon Checklist/summary
that follow. TheyCritical
willlenshelp you assess One of the best ways to
of unit tasks to monitor and track how well you: Use strand colour for the circle develop reading skills
progress. Supported by digital AfL • identify, explain and infer meaning based on detail is to read widely. In this
• use Test
evidence to support your ideas unit, you have read a
mark schemes and transferrable Connect to the text

range of non-fiction
skills to support improvement and • summarise detail.
and fiction texts. Aim to
independent learning. a Take
A gunit further is fired twice in the passage.
Core level
Take it further
Explain why. Research spend an extra two hours
b What will happen to Armagnac’s head and skin? Maths icons a week reading. Keep a
c Work out the meaning of the following words as used in the passage: record of what you read
Elevate audio
reverberation embellishments
Exploring (one icon for
oblivion
all concepts) and make sure that over
Calculator/Calc icon

the next few months you

d How do you think the writer feels about the hunter and what he has
read both fiction and
done? Use evidence fromExamthe passage to support your ideas. Did you know
Elevate video hint Text to performance non-fiction texts.
e List the points you would include in a summary of the passage.
f Compare your answers to questions 1 to 5 with another student’s.
Correct or add to your answers
Elevate question type Show your skillsif you feel they can Debating
be improved.
point
No Calculator

16
Further progress Elevate evidence of
work
Cross reference
External hyperlink

At the end of the unit – suggestions

for linked wider reading/extension/
richness, to connect different parts of
the book (e.g. links between reading
and writing).

GCSE_EnglishLang_AQA_End.indd 6 24/09/2014 13:36

 Make progress
Unit opening learning objectives
showing the attainment progress
within the the unit.

Make progress

reading 7 Reading: Research and synthesise information and ideas

Explore:

2
• how writers’ purposes affect their
Explore the ways writers •
language choices
the effects of grammatical features

use language for effect •

•
how writers use imagery
how writers use language to create
tone.

Activities
comment on the effects of words source f
Activities that include a variety of
So far you have explored the possible effects of approaches and purposes as built
writers’ choices of words. Before you move on, The evening, I remember, was still and cloudy; the into the unit focus.
spend some time reading Source F, two extracts London air was at its heaviest; the distant hum of
from a nineteenth-century novel. the street-traffic was at its faintest; the small pulse
of the life within me, and the great heart of the
ACTIVITY 6 city around me, seemed to be sinking in unison,
languidly and more languidly, with the sinking sun.
1 Work on your own. Focus on the writer’s …
use of adjectives, noun phrases, adverbs
and verbs. Comment on the ways the writer The quiet twilight was still trembling on the
uses language to give an impression of the topmost ridges of the heath; and the view of
narrator's state of mind. London below me had sunk into a black gulf in the
shadow of the cloudy night, when I stood before the
2 When you have finished, read through what
gate of my mother’s cottage.
you have written. Highlight where you have:

• identified adjectives, noun phrases, verbs When I rose the next morning and drew up my
and adverbs blind, the sea opened before me joyously under
• commented on the effects of the identified the broad August sunlight, and the distant coast
words and phrases of Scotland fringed the horizon with its lines of
• covered a possible range of effects. melting blue.
s From The Woman in White by Wilkie Collins

25

GCSE_EnglishLang_AQA_End.indd 7 24/09/2014 13:36

 Using the Student Book
Texts
Use of language is explored in a wide
range of engaging 19th- 20th- and
21st-century texts

Make progress
READING
GCSE English Language Progress Plus
• R

5 1
develop comparison skills
•
Develop compare the ideas and
language of two texts
• study the features of a
comparison skills written comparison before
writing your own
Generic icons English icons Marketing icons

Tip Icon Writing exercise

Chapter Review icon
Assess your progress Use strand colour for
the circle
Source F Ebook icon
Y

In this piece, novelist and journalist Jack London R

1 To help you
Key point/terms iconassess the skills Checklist/summary
in Critical lens
gives an account of the aftermath of the 1906
comparison you have developed Use strand colour for the circle

in this unit, read Sources F and G. earthquake in San Francisco. •

As Test
you read make notes on points Connect to the text

a–c as preparation for answering •

question 2. •
Take it further Core level
Research
a List the damage causedTake byit further •
Maths icons
earthquakes in each text.
b Elevate
What audio did each writer think and Exploring (one icon for Calculator/Calc icon T
feel about the earthquake they all concepts)
R
witnessed?
c Elevate
Listvideo
the features of language
Exam hint Text to performance
Did you know
IW
that stand out for you in each of o
the texts.
2 UseElevate
your notes
question type from the answers to
Show your skills
No Calculator T
Debating point

points 1a–c to write your response n

to the question: e
Elevate evidence of Cross reference
a
work
Compare the perspectives and External hyperlink c
ideas about earthquakes and the
language used to present them.
I
g
b
Remember to:
sw
• refer to the writers’ purposes, th
Generic icons English icons Marketing icons
audience and perspectives
F
• Tipshow
Icon how the ideas in both Chapter Review icon Writing exercise
in
texts are similar Use strand colour for Ebook icon
the circle
fa
• show how they are different ab
• Keyconsider
point/terms icon the effects of Checklist/summary
Critical lens
b
Use strand colour for the circle
language, making interpretative
comments
Test Connect to the text
3 When you have finished, re-read
your work using the list above From Collier’s magazine, May 5, 1906
to help you check that you have
Core level
1
Take it further

Glossary
Research
included everything needed for a
Take it further
Glossary Maths icons
comparison of ideas and language.
Emboldened key terms that appear If you have missed anything make
Elevate audio NabobExploring
person (one icon of
for conspicuous wealth or
Calculator/Calc icon status 2
in the glossary, and also may additions to your work. all concepts)

Contrivances ingenious devices

contain a definition in situ if useful, Did you know

with pop up definitions in the 58

Elevate video Exam hint Text to performance

Elevate‑enhanced Edition.
No Calculator
Elevate question type Show your skills Debating point

Elevate evidence of Cross reference

work
External hyperlink

GCSE_EnglishLang_AQA_End.indd 8 24/09/2014 13:36

 READING

11 Test your progress 2 Test your progress

Assessment for Learning is
further supported in two key
You have 45 minutes. ‘Test your progress’ units within
the reading section, and two key
Route to success: ‘Test your progress’ units within
• Read the passage closely. Remember to think about what you are the writing section.
reading.
• Read all the questions carefully before starting to answer.
• The number of marks for each question will give you a clue as to how
much time you should spend on each one.
• Remember to refer to the text to support points you make.

The following passage is taken from the opening of the memoir Cider with
Rosie. In it the writer recalls his arrival at the remote Cotswold village of Slad.

I WAS set down from the carrier’s cart at the age of three; and there with a sense
of bewilderment and terror my life in the village began.
The June grass, amongst which I stood, was taller than I was, and I wept. I had
never been so close to grass before. It towered above me and all around me,
each blade tattooed with tiger-skins of sunlight. It was knife-edged, dark, and 5
a wicked green, thick as a forest and alive with grasshoppers that chirped and
chattered and leapt through the air like monkeys.
I was lost and didn’t know where to move. A tropic heat oozed up from the
ground, rank with sharp odours of roots and nettles. Snow-clouds of elder-
blossom banked in the sky, showering upon me the fumes and flakes of their 10
sweet and giddy suffocation. High overhead ran frenzied larks, screaming, as
though the sky were tearing apart.
For the first time in my life I was out of the sight of humans. For the first time
in my life I was alone in a world whose behaviour I could neither predict nor
fathom: a world of birds that squealed, of plants that stank, of insects that sprang 15
about without warning. I was lost and I did not expect to be found again. I put
back my head and howled, and the sun hit me smartly on the face, like a bully.

From Cider with Rosie by Laurie Lee

6 This question tests your

1 Focus on lines 1 to 17 only. Explain why the narrator put back his head and skill in selecting and
howled (line 17). 6 marks using detail to explain.

2 Focus on lines 18 to 30 only. What do you learn about the relationship This question tests your
between the narrator and his sisters? skill in using detail to
8 marks infer meaning.

105

GCSE_EnglishLang_AQA_End.indd 9 24/09/2014 13:36

 Using the Elevate-enhanced Edition

Students can personalise their

resources through text or audio
annotations, adding links to useful
resources, inserting bookmarks and
highlighting key passages.

The user’s data synchronises when

online, so their annotations and
results are available on any device
they use to access the Elevate-
enhanced Edition.

Additional functionality includes

image galleries, zoomable images,
animations, videos and interactive
questions.

GCSE_EnglishLang_AQA_End.indd 10 24/09/2014 13:36

 Features available online only
Teachers can send their annotations Supports deep links, so teachers Media galleries and fully searchable
to students, directing them to further can link from the Elevate-enhanced content help users find the
sources of information, adding Edition to their VLE, and vice versa, information they need.
activities or additional content. helping integrate this flexible
resource into your teaching with
minimal disruption.

GCSE_EnglishLang_AQA_End.indd 11 24/09/2014 13:36