INTERNATIONAL ADVANCED LEVEL - Edexcel

INTERNATIONALADVANCED LEVELEnglish LanguageGetting StartedPearson Edexcel International Advanced Subsidiary in English Language (XEN01)Pearson Edexcel International Advanced Level in English Language (YEN01)For first teaching in September 2015First examination June 2016Issue 2

INTERNATIONALADVANCED LEVELEnglish LanguageGETTING STARTEDPearson Edexcel International Advanced Subsidiary in English Language (XEN01)Pearson Edexcel International Advanced Level in English Language (YEN01)For first teaching in September 2015First examination June 2016

Pearson Education Limited is one of the UK’s largest awarding organisations, offeringacademic and vocational qualifications and testing to schools, colleges, employers andother places of learning, both in the UK and internationally. Qualifications offeredinclude GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications,ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limitedadministers Edexcel GCE examinations.Through initiatives such as onscreen marking and administration, Pearson is leading theway in using technology to modernise educational assessment, and to support teachersand learners.This guide is Issue 2. We will inform centres of any changes tothis issue. The latest issue can be found on the Edexcel website:www.edexcel.com/ialReferences to third-party material made in this guide are made in good faith. We donot endorse, approve or accept responsibility for the content of materials, which may besubject to change, or any opinions expressed therein. (Material may include textbooks,journals, magazines and other publications and websites.)ISBN 978 1 446 930953All the material in this publication is copyright Pearson Education Limited 2017

ContentsA Getting started for teachers2Introduction2Key principles2Qualification OverviewB4Specification overview4Assessment objectives5Assessment guidance6Planning10Unit overview11Unit 1: Language: context & identity11Unit 2: Language in transition12Unit 3: Crafting Language (writing)13Unit 4: Investigating Language13Frameworks and levels14Course Planner15Schemes of Work17Unit 1: Language: context & identity17Unit 2: Language in transition24Unit 3: Crafting Language (writing)28Unit 4: Investigating Language31Suggested resources36Getting started for students40Student Guide40Getting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 20171

A Getting started for teachersIntroductionThis Getting Started guide will give you an overview of the InternationalAdvanced Level (IAL) in English Language qualification and what it means foryou and your students. This guidance is intended to help you plan the course inoutline and give you further insight into the principles behind the content to helpyou and your students succeed.Key principlesThe specification has been developed with the following key principles:Clear specificationClear guidance on what students need to learn, providing clarity for planning,teaching and assessment.Progression, not repetitionThe specification allows the development of understanding while at the sametime avoiding repetition, ensuring students are engaged and thereby inspired todevelop their knowledge.Reflect today’s global worldThis specification allows students to develop an understanding of currentdevelopments in English Language.Clear assessmentsClear and consistent use of command words across assessments and betweenseries. Our approach to assessments, definitions for the command words anddetails of how the command words are explained can be found in the glossary.Clear mark schemesThe new mark schemes provide a consistent understanding of the skills, andconnections between these skills, required for each question type. Clear wordingreflects how teachers and examiners describe the qualities of student work, so theexpectations are clear for teachers and markers.Skills for progressionThe variety of content that will be found in the examination allows students todemonstrate knowledge as well as its application, which are required elements forfurther study or progression into employment.2Getting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 2017

Getting started for teachers ASupport for delivering the new specificationOur package of support to help you plan and implement the new specificationincludes:Planning – In this guide we have provided a course planner and scheme of workthat you can adapt to suit your department.Teaching and learning – To support you in delivering the new specification, wewill be providing suggested resource lists and suggested activities.Understanding the standard –Sample assessment materials will be provided.Tracking learner progress – Results Plus provides the most detailed analysisavailable of your students’ examination performance. It can help you identifytopics and skills where students could benefit from further learning.Support – Our subject advisor service and online community will ensure youreceive help and guidance from us as well as enabling you to share ideas andinformation with each other. You can sign up to receive e-newsletters from thesubject expert to keep up to date with qualification updates, and product andservice news.Getting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 20173

A Getting started for teachersQualification overviewThis section provides an overview of the course to help you see what you willneed to teach. The overview gives a general summary of each examined papers.Specification overviewThe chart below provides an overview of the course. The IAL English Language isstructured into four units with 4 externally assessed exams:Unit 1Unit 2Language: Context and IdentityLanguage in TransitionUnit 3Unit 4Crafting Language (Writing)Investigating LanguageAssessment overview4Unit 1Unit2External assessment: writtenexaminationExternal assessment: writtenexaminationTotal marks: 100Total marks: 100Weighting: 25% of the total IAL marksWeighting: 25% of the total IAL marksExamination time: 1hr 45 minsExamination time: 1hr 45 minsUnit 3Unit 4External assessment: writtenexaminationExternal assessment: writtenexaminationTotal marks: 100Total marks: 100Weighting:25% of the total IAL marksWeighting: 25% of the total IAL marksExamination time: 2 hoursExamination time: 2 hoursGetting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 2017

Getting started for teachers AAssessment ObjectivesThe Assessment Objectives are the same for both AS and A Level but theweightings are different.AO1IAL 20%AS 25%AO2IAL 23.75 %AS 22.5%AO3IAL 23.75 %AS 22.5%AO4IAL 15%AS 15%AO5IAL 17.5%AS 15%Apply appropriate methods of language analysis, usingassociated terminology and coherent written expressionDemonstrate critical understanding of concepts and issuesrelevant to language useAnalyse and evaluate how contextual factors and languagefeatures are associated with the construction of meaningExplore connections across texts, informed by linguisticconcepts and methodsDemonstrate expertise and creativity in the use of English tocommunicate in different waysGetting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 20175

A Getting started for teachersAssessment guidanceUnit 1: Context and IdentityUnit code WEN01Externally assessed50% of the total ASAvailability: January and JuneFirst assessment: June 201625% of the total IAL raw marksContent summaryStudents will study: the range of contexts in which language is produced and received how the contexts of production and reception affect language choices how writers/speakers present themselves to their audience in a variety of modes how writers/speakers choose language to reflect and construct their identity or identities how writers create texts for different forms, purposes, audiences, and contexts.Assessment:Students answer two questions: one question from Section A and one question from Section B.Section A: Context and Identity Students answer one question on two unseen extracts selected from 20th and 21st century sources.Students produce an extended comparative response showing how the presentation of identity is shaped bycontextual factors in both unseen texts.Section B: The Creation of Voice Students create a new text for a specified audience, drawing on their own ideas and on one or more of the texts inthe Source Booklet for Section A.6Getting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 2017

Getting started for teachers AUnit 2: Language in TransitionUnit code WEN02Externally assessed50% of the total ASAvailability: January and June25% of the total IAL raw marksFirst assessment: June 2016Content summaryStudents will study: the influence of other languages on the development of English pidgins and creole the development of English outside the British Isles. Students will explore the ways in which languages change,with a focus on English in a global context. Students will need to know about the mechanisms of language changebut they will not need to study the historical development of English.Assessment:Students answer two questions: one question from Section A and one question from Section B.Section A: Spoken language today Students answer one question on an unseen transcript of spoken English of the 21st century.Section B: Written language of 19th – 21st centuryStudents answer one discussion question on texts in the Source Booklet that look at the issue raised in Section Afrom a wider perspective.Getting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 20177

A Getting started for teachersUnit 3 Crafting Language (Writing)Unit code WEN03Externally assessed25% of the total IAL raw marksAvailability: January and JuneFirst assessment: June 2016Content summaryStudents will: study a range of specified writing genres and appropriate style models demonstrate their skills as writers in re-creating texts for different context, purpose and audience.Assessment:Students answer two questions: one question from Section A and one question from Section B.Section A: Creating Text based on a selection of source texts, students will create their own text that meets the criteria of a new genre,audience, purpose and context the source texts will be taken from a wide range of genres, and not only from those listed for study each source textwill be taken from a different genre at least 50% of the student’s own text must be based on the source texts. The student may use their ownknowledge, experience or opinion for the remainder.Section B: Commentary students will produce one commentary reflecting on the writing process they will analyse and evaluate the language choices they have made they will show how they have re-shaped the source material to meet the new genre, audience, purpose and context they will comment on how contextual factors have influenced their language choices.8Getting Started – Pearson Edexcel International Advanced Level in English Language – Issue 2 – January 2017 Pearson Education Limited 2017