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We know that it’s important for you to understand and monitor the progress of your students, so you can make sure they are on track to achieve their potential in their GCSE. With the removal of national curriculum levels, a new grading structure at GCSE (9-1 replacing A*-G) and the emphasis on measuring progress from 11-16 through Progress 8, this has become even more critical.

That’s why we’ve developed a new progression scale for English. Our series of progression maps represents our view of how learners progress in reading and writing. The progression maps are divided into twelve ‘steps’ of increasing demand to create the Pearson Progression Scale. Expected progress for a student is one step per year from 11-16.

Our ActiveLearn Digital Service is organised into six Tiers based on those progression steps. The table below indicates which ability profile (i.e. which ‘steps’) each tier is most appropriate for.

Tier of resources

Steps on the Progression Scale…

Indicative old NC Levels…

Tier 1 4th–6th 5–6




Tier 5 8th–10th N/A

Tier 6 9th–12th N/A

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

Introducing our ActiveLearn Digital Service – powered by ActiveTeach

Each tier consists of seven Topics – giving you a total of 42 to select from across the whole course. Each Topic offers a range of activities, presentations and worksheets to help you get the best from the extracts. You can explore sample Topics from across the tiers – see the separate sample material booklets, or find them online.

See page 10 for more details about what each Topic offers.

Tier Steps on the Progression Scale Topics 1-7 for each Tier Indicative

NC Level

1 4th-6th 1.1 1.2 1.3 1.4 1.5 1.6 1.7 5-6

2 5th-7th 2.1 2.2 2.3 2.4 2.5 2.6 2.7 6-7

3 6th-8th 3.1 3.2 3.3 3.4 3.5 3.6 3.7 6-8

4 7th-9th 4.1 4.2 4.3 4.4 4.5 4.6 4.7 7-8

5 8th-10th 5.1 5.2 5.3 5.4 5.5 5.6 5.7 N/A

6 9th-12th 6.1 6.2 6.3 6.4 6.5 6.6 6.7 N/A

Whole text and structure skills

Sentence level and vocabulary skills Comparison skills

Topic 1 Topic 7

See separate booklet for Topic 1.1 samples, aimed at the 4th to 6th steps of the progression scale.

The Topics within each Tier work through the reading and writing skills that students will need for their GCSE.



Samples from Topic 2.1 are included on pages 12-17 of this booklet.

The structure supports a cumulative approach to developing skills. 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.

To find out more about the Pearson Progression Scale for English, go to:www.pearsonschools.co.uk/progression

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

Animal welfare

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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 12-18 for sample material from Topic 2.1 Animal Welfare on our ActiveLearn Digital Service

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

• 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 and interactive activities.

• Full support including FREE initial training.

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

Reading for meaning worksheets

Progress Checks

Critical writing Writing tasks

Grammar for Writing workshops

and worksheets


What’s in a Topic?Two extracts, linked by a theme, are provided for every Topic – see pages 6-7 for example. These extracts are in the Text Anthology and on printable worksheets on the ActiveLearn Digital Service. For each of the 42 Topics there is then a wealth of resources to support the extracts:

Reading for meaningWorksheets rehearsing a range of reading skills are provided for every extract.

Critical writingWorksheets to develop skills writing about the texts. These may focus on analysis, evaluation or comparison.

Writer’s WorkshopsEach extract has a Writer’s Workshop presentation exploring how language and structure choices can influence a reader’s response.

Writing taskStudents apply skills learned from the Workshops in an extended piece of writing, thematically linked to the extracts in that Topic.

How do these elements link together?The diagram below illustrates how the elements of each Topic slot together. You can either work through all the elements provided for a Topic or just dip in and use those resources that best match your needs and the time available. The diagram also shows where the new Assessment Objectives are most often tackled.

Reading for meaning 1e.g. comprehend, infer, summarise

Reading for meaning 2e.g comprehend, infer, summarise

Writing taskPlanning and writing a text of their own

Writer’s Workshop 1e.g. analyse and experiment with the writer’s choices

Writer’s Workshop 2e.g. analyse and experiment with the writer’s choices

Critical Writinge.g. analyse or evaluate the text, or compare two texts

First extract(lesson 1)

Second extract(lesson 2)

Independent Writing(lesson 3)

AO1

AO1

AO2 AO5

AO2 AO5

AO5 AO6

AO2AO3 AO4

prepares students for...

prepares students for...

reinforced and developed

with....

reinforced and developed

with....

feeds into students’ own

writing

explored and expressed in....

Teacher Guide

Assessment papers and mark schemes

Let’s Think in English lessons

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

Printable versions of the extracts are also provided so students can annotate their own versions of the text.

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 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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Supporting worksheets and other activities allow students to try out skills from the Grammar for Writing Workshops in their own writing (AO5).

Many of the worksheets on the ActiveLearn Digital Service can be used for homework activities.

Practice activities and 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.

As well as tackling AO2 (analysis) head on, the Workshops lay valuable groundwork for AO4 (evaluation), e.g. by asking students to evaluate how different authoring choices could have impacted on the text.

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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Writing tasks

Every Topic ends with a writing task based on the theme of the two extracts, just like the exam. Sample responses 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 (AO2), comparison (AO3) and evaluative (AO4) 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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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

121

Section A: Reading Time: 1 hour 45 minutes

Read the text below and answer Questions 1–4.

This is an extract from a short story. Lord Arthur has met a fortune teller, Mr Podgers, at a party.

Mr Podgers has looked at Lord Arthur’s hand (to tell his fortune), but has refused to say what he can see.

‘Lord Arthur Savile’s Crime’: Oscar Wilde

Suddenly Mr Podgers entered the room. When he saw Lord Arthur he started,

and his coarse, fat face became a sort of greenish–yellow colour. The two

men’s eyes met, and for a moment there was silence.

“The Duchess has left one of her gloves here, Lord Arthur, and has asked me

to bring it to her,” said Mr Podgers finally.

“Ah, I see it on the sofa! Good evening.”

“Mr Podgers, I must insist on your giving me a straightforward answer to a

question I am going to put to you.”

“Another time, Lord Arthur, but the Duchess is anxious. I am afraid I must go.”

“You shall not go. The Duchess is in no hurry.”

“Ladies should not be kept waiting, Lord Arthur,” said Mr. Podgers, with his

sickly smile. “The fair sex is apt to be impatient.”

Lord Arthur’s finely chiselled lips curved in petulant disdain. The poor

Duchess seemed to him of very little importance at that moment. He walked

across the room to where Mr. Podgers was standing, and held his hand out.

“Tell me what you saw there,” he said. “Tell me the truth. I must know it. I am

not a child.”

Mr Podgers’s eyes blinked behind his gold–rimmed spectacles, and he moved

uneasily from one foot to the other, while his fingers played nervously with a

flash watch-chain.

“What makes you think that I saw anything in your hand, Lord Arthur, more

than I told you?”

“I know you did, and I insist on your telling me what it was. I will pay you. I will

give you a cheque for a hundred pounds.”

The green eyes flashed for a moment, and then became dull again.

“Guineas?” said Mr Podgers at last, in a low voice.

“Certainly. I will send you a cheque tomorrow. What is your club?”

“I have no club. That is to say, not just at present. My address is ___________, but

allow me to give you my card;” and producing a bit of gilt-edged pasteboard

from his waistcoat pocket, Mr Podgers handed it, with a low bow to Lord

Arthur, who read on it,Mr. SEPTIMUS R. PODGERS

Professional Cheiromantist1

103a West Moon Street

5

10

15

20

25

30

Paper 1: Fiction and Imaginative Writing (i)

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Section B: Imaginative WritingAnswer ONE question. You should spend about 45 minutes on this section.EITHER *5 Write about a time when you, or someone you know, met a person who

was particularly interesting at a party or social event. Your response could be real or imagined. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(Total for Question 5 = 40 marks)OR *6 Look at the images provided.

Write about ‘one day in the future’. Your response could be real or imagined. You may wish to base your

response on one of the images. *Your response will be marked for the accurate and appropriate use of

vocabulary, spelling, punctuation and grammar.

(Total for Question 6 = 40 marks)


Paper 1: Fiction and Imaginative Writing (i)Paper 1: Fiction and Imaginative Writing (i)


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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.

Marks will also map to steps on the progression scale to help you to see how to intervene most effectively.

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

Assessment and progression tracking

ActiveLearn Digital Service

The Text Anthology includes exam-style extracts and questions. These can be used either for assessment or to facilitate class discussion about the new assessments.

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