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Details key changes introduced from September 2015, updates to subject criteria and technical vocabulary, and the mapping of assessment across AS and A level.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/getting-started-gceaas-english-language-2015-teacher-guide/619176/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/getting-started-gceaas-english-language-2015-teacher-guide/619176.png","ImageObject",300,407,{"name":42,"@type":43},"Himbo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What major structural change happens to A level English Language from September 2015?","Question",{"text":62,"@type":63},"A level English Language becomes a linear qualification, meaning examinations must be sat and coursework submitted at the end of the two-year course.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do AS results affect the final A level grade?",{"text":67,"@type":63},"AS results do not contribute to final A level grades, though students can enter for both AS and A level in the same subject.",{"name":69,"@type":60,"acceptedAnswer":70},"Which study areas are required by both AS and A level English Language specifications?",{"text":71,"@type":63},"Students must study phonetics/phonology/prosodics, lexis and semantics, grammar (including morphology), pragmatics, and discourse across different genres and contexts.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},619176,1792546909,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","AS  \nand A Level English Language  \nGETTING STARTED  \nTeacher Guide  \nGetting Started: GCEA/AS English Language 2015  \nContents  \n1. Introduction 1  \n2. What’s changed? 2  \n2.1 How has GCE English Language changed? 2  \nChanges to AS and A level qualifications 2  \nChanges to subject criteria 2  \nChanges to Assessment Objectives 3  \n2.2 Mapping the Edexcel GCE 2008 to GCE 2015 3  \nThe A level course 3  \nThe AS course 4  \n3. A level English Language 5  \n3.1 Introduction 5  \nWhat do we mean by‘frameworks’ and‘levels’? 5  \n3.2 Component 1: Language Variation 5  \nContent 5  \nSection A: Individual Variation 6  \nDescriptivism versus prescriptivism 6  \nWhat is identity? 6  \nWhat kind of language variation is seen in individuals? 7  \nSection B: Variation Over Time 9  \nAssessment 10  \n3.3 Component 2: Child Language 11  \nContent 11  \nAssessment 13  \n3.4 Component 3: Investigating Language 14  \nContent 14  \nMain topics 14  \nResearch and investigation 15  \nTeaching investigation skills for the examination 15  \nExamples of investigation subtopics 16  \nSubtopic investigation case studies 17  \nAssessment 19  \n3.5 Coursework: Crafting Language 20  \nContent 20  \nExample topics/genres 20  \nCommentary guidance 23  \nReferencing and bibliographies 24  \nAssessment 26  \n4. AS level English Language 27  \n4.1 Introduction 27  \n4.2 Component 1: Language: Context and Identity 27  \nContent 27  \nSection A: Language and Context 27  \nSection B: Language and Identity 28  \nAssessment 28  \n4.3 Component 2: Child Language 29  \nContent 29  \nAssessment 29  \n5. Planning 30  \n5.1 AS and A level co-teachability 30  \n5.2 Co-teaching FAQs 30  \n6. Assessment guidance 32  \n6.1 Assessment Objectives and weightings – A level 32  \n6.2 Breakdown of Assessment Objectives – A level 32  \n6.3 Assessment Objectives and weightings – AS level 33  \n6.4 Breakdown of Assessment Objectives – AS level 33  \n6.5 Assessment Objectives and mark schemes 34  \n7. Appendices 37  \n7.1 Topic introductions for students 37  \nAS and A level Component 1: Language and Identity/Individual Variation 38  \nA level, Component 1: Variation over Time 39  \nAS and A Level Component 2: Child Language 40  \nA level Component 3: Investigating Language 41  \nA level Coursework: Crafting Language 42  \nAS Component 1: Language and Context 44  \n7.2 English phonemic reference guide 45  \n7.3 Teacher guidance on language frameworks and levels 46  \n7.4 Suggested reading 53  \nChild language 53  \nGlobal English 53  \nLanguage and gender 53  \nLanguage of journalism 53  \nLanguage and power 53  \nRegional language variation 53  \nVariation over Time 53  \nWebsites 54  \n1. Introduction  \nOur new GCE English Language specification has been created to engage A level learners in the great variety of English in use and to consider critical language debates . Our GCE English Language not only introduces students to how language is used, but also develops their abilities to use and craft language themselves – to cultivate their own distinct creative voice.  \nThe specification and sample assessment materials have been developed in consultation with the teaching community, higher education, learned societies and subject associations. Teachers from a range of schools and colleges – in focus groups, phone interviews, network groups and face-to-face interviews – have provided feedback at each stage and have helped us to shape the specification . English Language academics in UK universities have helped us understand how to build on the strengths of the 2008 A level specification and advised on how progression to undergraduate study could be improved.  \nThis Getting Started guide provides an overview of the new AS and A level specifications, to help you get to grips with the changes to content and assessment, and to help you understand what these mean for you and your students.  \nFor more help and support, please visit the Edexcel website, or contact Clare Haviland, our English Subject Advisor . Clare and her team are on hand to provide centres","cbCaiqRHKw0q3z6j","https://ap.wps.com/l/cbCaiqRHKw0q3z6j","pdf",748592,59,"English","# Introduction\n# What’s changed?\n## How has GCE English Language changed?\n## Mapping the Edexcel GCE 2008 to GCE 2015\n# A level English Language\n## Component 1: Language Variation\n## Component 2: Child Language\n## Component 3: Investigating Language\n## Coursework: Crafting Language\n# AS level English Language\n## Component 1: Language: Context and Identity\n## Component 2: Child Language\n# Planning\n# Assessment guidance\n# Appendices","[{\"question\":\"What major structural change happens to A level English Language from September 2015?\",\"answer\":\"A level English Language becomes a linear qualification, meaning examinations must be sat and coursework submitted at the end of the two-year course.\"},{\"question\":\"How do AS results affect the final A level grade?\",\"answer\":\"AS results do not contribute to final A level grades, though students can enter for both AS and A level in the same subject.\"},{\"question\":\"Which study areas are required by both AS and A level English Language specifications?\",\"answer\":\"Students must study phonetics/phonology/prosodics, lexis and semantics, grammar (including morphology), pragmatics, and discourse across different genres and contexts.\"}]","Getting Started: GCEA/AS English Language 2015 - Teacher Guide | PDF",1792462618,149]