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Copyright © UCLES 2020

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Contents
_Toc534562803
Introduction ........................................................................................................................................................ 4
Frequently asked questions by learners ............................................................................................................ 5
Skills, topics and assessment ............................................................................................................................ 8
Resources ........................................................................................................................................................ 10
Suggested classroom activity .......................................................................................................................... 12
Bridging exercise ............................................................................................................................................. 16
Next Steps

Introduction

The focus of this guide is on moving on from teaching and studying the Cambridge IGCSE™ First
Language English 0500 syllabus to the Cambridge International AS & A Level English Language 9093
syllabus.

This guide will help you and your learners:

 understand what to expect when you start the AS & A Level course
 prepare for the AS & A Level course
 think about ways to achieve success and gain confidence.

You may be using this document at the end of the academic year for Cambridge IGCSE First Language
English or at the start of the academic year for Cambridge International AS & A Level English Language.
Either way, the aim is to motivate and inspire learners. If there is to be a time gap between delivering this
session and starting the Cambridge International AS & A Level course, then the aim is for every learner to
look forward to the new course positively.

This Introduction, the Resources and Suggested classroom activity sessions of this guide are written directly
for you, the teacher. The rest of this guide has been written to make it easy for you to adapt and reproduce
the content for use by your learners.

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Frequently asked questions by learners

Listed below are some questions which learners frequently ask. The answers to each of the questions below
are written as a direct communication to your learners. You could copy and paste these to make a
PowerPoint presentation, read them out to your group, or produce a booklet for them to read through and
discuss.

Is it helpful to have taken the Cambridge IGCSE First Language English course?
Yes. The move from Cambridge IGCSE to Cambridge International AS & A Level has been designed to be
as smooth a transition as possible. Many of the topic headings are the same so you will already be familiar
with the topic and will just progress from there. The style of questions may be similar and the skills you have
developed will be useful.

What extra work will I have to do, if I have not taken Cambridge IGCSE First Language
English?
This will depend on the course you have taken. Many learners without a Cambridge IGCSE background
have the same skills and subject knowledge and generally adjust quickly to the ‘Cambridge’ style when they
start their AS & A Level.
You may not have covered some topics that are a useful base for AS & A Level. This is not a problem – you
will probably find that your teacher goes over some IGCSE work as a start to a new AS & A Level topic, or if
not, you can easily develop your research skills and read up what you need to know. You will find that
teaching yourself subject matter at IGCSE level is much easier when you are working to a higher level.

What is the syllabus?

The syllabus for Cambridge International AS & A Level English Language 9093 is a complete description of
the content, examinations and what you need to do to be successful in the qualification. ‘9093’ is the
reference number of the English Language syllabus.

Your teacher may give you a copy of the subject content of the syllabus. Or go to the Cambridge website at
http://www.cambridgeinternational.org/9093, which publishes the full copy of the syllabus.

How do I make the transition from Cambridge IGCSE First Language English to
Cambridge International AS & A Level English Language?
This guide will help you prepare for the transition, so there are no surprises in what to expect.

You may find you hardly notice the transition to AS & A Level, or you may find it more difficult to adjust at first
and need a bit of time to settle into the new course. Try to assess your own situation and then decide your
best course of action.

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What are the differences?

Some of the main differences you will find when you study Cambridge International AS & A Level compared
to Cambridge IGCSE are listed in the table below.

Hopefully you will have chosen the subjects that you really enjoy,
Fewer subjects are really good at or those which you need to take you on to
university and/or your chosen career.

You will have an opportunity to contribute more to lessons and have

more one-to-one interaction with your teacher.
You will have more lessons each week: the recommended guided
Smaller classes
learning hours for IGCSE First Language English is 130 compared
with 180 guided learning hours for AS and 360 learning hours for the
full A Level qualification.

You will find increased challenge as you study in greater depth, work
more independently and begin to develop your own ideas. You will
Detailed and specialist
be able to explore topics in much more depth than at IGCSE, maybe
content
finding answers to unanswered questions and learning about certain
topics which are completely new.

Greater independence is a key part of AS & A Level qualifications

which helps prepare you for study at university. It is important that
you use this independent study time well. You can use this time in a
Independent study
variety of constructive ways  for completion of homework tasks,
assignments, research or for completing additional reading around
the subject.

Try to build in some time for revision throughout the course –

Revision consolidating and learning notes as you go along makes it much
easier to remember when it comes to examination time.

Use a range of textbooks and internet sites, though you will probably
Read around your subject
find the Cambridge endorsed textbooks the most helpful.

When you take notes, try to summarise the main information that
you need. Use headings and bullet points to reduce the content and
colours to highlight key pieces of information. If using the internet,
Take notes
don’t just print pages of information; make notes from them or
highlight text to show the key points. Always use your own words
where possible.

You might have completed some wider reading tasks at IGCSE but
you can expect this to be a more regular feature of homework tasks.
Ask your teacher for a recommended list of textbooks and websites
Independent research
that you can use so you have a good starting point. Save useful
websites to your favourites bar so you know where to find them
again.

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You will probably move from exercise books to folders to record your
learning and it is important to be organised. Divide your folder into
topic sections and keep your notes in date order. Keep copies of
Folders past questions, mark schemes and example answers alongside any
completed assessed work. Highlight examination tips in your notes
and keep key documents about examinations in a separate section
of your folder.

These are the words in an exam question that explain to you what
you need to do such as: describe, explain, give, identify. You may
well have underlined these when looking at example examination
Command words
questions. At Cambridge International AS & A Level, you may be
introduced to some new command words, such as analyse, compare
or discuss.

You need to know what examinations you will sit; how long each
examination is; whether you have a choice of questions or not; how
Assessment many marks each question/paper carries and what the structure of
the questions is like. It is a good idea to have an assessment
overview and copies of past papers and mark schemes.

You will be introduced to key concepts that help you to develop a

deeper understanding of the subject and make links between the
different areas of the syllabus.
The key concepts for Cambridge International AS & A Level English
Language are:
 the characteristics of written and spoken texts,
how they are formed and shaped for a variety of
purposes and effects
 the context of a text or passage, the relationship
between a text and its background, for example
historical or cultural
 the complex ways in which different elements
Key concepts come together to create meaning
 how form, structure and language interact to
create the style of the text
 the strategies writers and speakers use to
communicate with their intended audience(s)
 how users of the English language must
demonstrate creativity in a range of forms and
contexts
 the wide diversity of forms of the English
language which exist, all of them being subject to
a range of influences, such as personal, social
and geographical
 how many aspects of the English language are
liable to change over time.

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Skills, topics and assessment

What are the skills needed for the Cambridge International AS & A Level course?
For the examinations taken at AS & A Level, you will be assessed on assessment objectives (AOs) which
detail the skills and knowledge you need to display in order to fulfil the requirements of the assessment.
These skills are divided into five main groups:

AO1 Read and demonstrate understanding of a wide variety of texts.

AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes.
AO3 Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce
meaning and style.
AO4 Demonstrate understanding of linguistic issues, concepts, methods and approaches.
AO5 Analyse and synthesise language data from a variety of sources.

How will I be assessed?

The Cambridge International AS & A Level examination contains structured questions and a choice element
on one of the four papers. There are more essay style questions at A Level, providing opportunities for
extended writing.

What topics will be studied?

Cambridge IGCSE First Language English 0500 serves as a foundation for Cambridge International AS & A
Level English Language 9093 which prepares learners for the study of English at university. There are some
areas of the Cambridge International AS & A Level syllabus which you will already have studied and some
areas that will be new to you. The table below shows the similarities and main areas of progression between
the IGCSE and the International AS & A Level syllabus.

Where topics are completely new, there may be more key words and you may need to read around these
topics more widely to consolidate your knowledge and understanding.

Six areas of progression from Cambridge IGCSE First Language English 0500

You will analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text.

You will acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical
terminology and linguistic conventions.

You will develop skills in selecting and using information for specific purposes.

You will learn how to summarise and adapt material for a specific context.

You will learn how to give an overview of the argument as a whole and comment on specific ideas
presented by the text. This should include an explanation of such ideas and an argument for or against
them.

You will learn how to evaluate the ideas and opinions presented in the text and centre your arguments on
what is said, whilst discussing, arguing and/or persuading in response to text(s).

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Six new topics or skills at Cambridge International AS & A Level English Language 9093
You will develop skills in reflecting upon and evaluating the qualities of your own writing, including
aspects relating to its purpose, form and audience.

You will expand the breadth and depth of your knowledge, understanding and use of language
terminology across a range of linguistic frameworks, which may include lexis, grammar, syntax,
morphology, phonology, semantics and pragmatics.

Language change over time - In this topic you will learn how to analyse written texts and how to interpret
language data in order to evaluate the changes the English language has undergone from Early Modern
English onwards. You will also learn relevant theories and how to apply them to your analysis.

Child language acquisition - In this topic, you will learn how to analyse transcriptions of language spoken
by children up to the age of 8 years and their caregivers. You will also learn relevant theories and how to
apply them to your analysis.

English in the world - In this new topic, you will learn about the role which the English language plays
worldwide, and its’ emergence as a global language. You will also learn about relevant theories and how
to apply them to your discussion.

Language and the self - In this new topic, you will learn how to explore how language allows us to
communicate our sense of self to others, and how we use language, both consciously and
unconsciously, to construct and maintain social identities. You will also learn about relevant theories and
how to apply them to your discussion.

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Resources
Some of the resources for Cambridge International AS & A Level are similar to those for Cambridge IGCSE,
for instance, specimen and past papers and endorsed textbooks. However some of the topics in Papers 3
and 4 will be entirely new. Reading widely and learning new skills are part of the challenge for learners of
stepping up to Cambridge International AS & A Level English Language.

Past/specimen papers and mark schemes

Past examination papers and specimen papers provide opportunities for learners to become familiar with the
assessment requirements of the course. Learners should try to get as much practice as they can before their
final exams.

Textbooks
There is a wide variety of textbooks available, some which cover the entire course and others which
specialise in certain topics. Give your learners a list of suggested reading materials. There are two endorsed
textbooks which are currently available for this course.

To find a list of the endorsed textbooks go to www.cambridgeinternational.org/9093

Websites
There are some specific AS & A Level English Language revision sites which are great to use. You can also
use general search engines to find information although some sites might be more relevant than others.
Sometimes, teachers put lesson presentations on the internet too. Remember to check all internet resources
for suitability, making sure that the content is relevant for your syllabus. Also, some websites tend to match a
certain syllabus. That does not mean that they are not useful, you will just need to be selective about the
topics that you choose from them.

www.cambridgeinternational.org
Access to syllabus, past papers and mark schemes

Paper 1 and Paper 2:

www.universalteacher.org.uk/contents.htm#langa
Here, you will find an introduction to studying English language at AS/A Level, although you will also find that
there is detailed progression to the new topics you will encounter in Papers 3 and 4

https://www.wyzant.com/resources/lessons/english/esl#grammar
This link mainly concerns itself with grammar, including detailed examples of parts of speech. You will find
quizzes to help formative assessment. There are also essay writing tips and suggestions on how to increase
effectiveness of study skills.

www.short-stories.co.uk/
To help in wider reading, short stories may be a good place to start. Here, you can browse in this online
library by genre or search it for a title, author or keyword.

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Paper 3 and Paper 4:

www.universalteacher.org.uk/contents.htm#langa
The topics of Language Change and Child Language Acquisition are to be found here. There are also
sections which could be useful when studying the new topic Language and the Self, which cover accent and
dialect, language and gender, and language and power.

allthingslinguistic.com/post/128804221240/20-linguistics-blogs-that-i-recommend-following
There are many suggestions here with links to blogs and podcasts from a number of different points of view,
based on a wide variety of linguistic topics.

www.worldwidewords.org/
There are nearly 3,000 articles here on aspects of the growth and change of the English language, useful in
preparation for the new topic in Paper 3.

david-crystal.blogspot.co.uk/
This is the regular blog of respected linguist, David Crystal, which includes an archive of his blog writing over
a number of years. There are also links to his many publications and events which may be a useful place to
start when looking at theories and theorists of language.

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Suggested classroom activity

You could use the plan below to deliver a lesson that supports the transition to AS & A Level study.

Syllabus reference: Demonstrate understanding

Subject: Analysis of a speech
of how writers achieve their effects

Lesson objectives: Lesson outcomes:

To know and understand one approach to
analysing a speech.
To learn how to write an introduction, showing an
understanding of genre, audience, subject and
purpose.
To learn how to look at various features of a text.
To be able to write a paragraph about the genre,
audience, subject and purpose of a speech.
To be able to select features of a text to use in
analysing the text.
To be able to write an analysis of a speech by
looking at its context, language, style and structure.

Introduction: Resources:
Video clip of Nelson Mandela’s speech at his Video clip:
inauguration as the President of South Africa. www.youtube.com/watch?v=pJiXu4q__VU
Transcript of part of the speech from page 15 of
this document.
Optional information for teacher use:
Three pieces of analysis of the speech from the
internet:
https://prezi.com/2lfj7ry4-nqf/nelson-mandela-
speech/
www.studienet.dk/nelson-mandela/inaugural-
speech/analysis

www.slideshare.net/Awais2048/nelson-mandela-
speech-analysis-15723153

Main activities:

 Explain the context of the speech:

‘Two weeks earlier, more than 22 million South Africans had turned out to vote in the country’s first-ever
multiracial parliamentary elections. An overwhelming majority chose Mandela and his African National
Congress (ANC) party to lead the country. Mandela had previously spent 27 years of his life as a
political prisoner of the South African government.’
 Play the video clip (all or part).
 Discuss
o Genre
o Audience
o Subject
o Purpose
 Using the acronym GASP, introduce this as a structured way of beginning the analysis of a text.

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Syllabus reference: Demonstrate understanding

Subject: Analysis of a speech
of how writers achieve their effects

 In pairs, learners note down any points they can think of for each of these four aspects of the
speech.

 Plenary discussion of points collected by learners.

 Learners write a paragraph on the GASP approach to this speech.
 In pairs, learners come up with a list of features of language and structure that they might find in this
speech (for example metaphorical language, emotive language, length of sentences).
 Discussion of points collected by learners.
 Hand out copies of the speech extract (on the next page).
 Learners read through the transcript and highlight and annotate their individual copies with any
points of language or structure they can find.
 In groups, share ideas of language and structure points noticed.
 Plenary session for collection of all ideas. Learners add annotations to their copies of the transcript.
 Introduce the CLIGPO framework for analysis of a text:

o Context – (already produced as a response to the GASP part of the lesson).

o Lexis or Language – grammar, syntax, lexical choices, tense and mood choices, semantic
fields, figurative language, imagery, English as a lingua franca.

o Interactional features – use of first, second and third person plural forms, the construction of
audience, implicature, and rhetorical devices such as triadic structures.

o Grammar features – syntax and sentence structure, use of declarative, imperative and
subjunctive mood.

o Phonological features – alliteration, assonance, onomatopoeia, repetition, plosives, rhythms

produced by the interaction between sounds and sentence structures.

o Overview – summing up of findings and linking them back to the context.

Homework: Write an analysis of the transcript of the speech, using the CLIGPO approach.

Organisation: Plenary:
Learners work in pairs to come up with points for Teacher conducts plenary with all learners.
GASP activity.
Plenary session.
Learners work individually to write their GASP
paragraph.
Learners work in pairs to come up with a list of
features of language and structure.
Plenary session.
Learners work individually to annotate their copies
of the speech transcript.
Learners work in small groups to share their
annotations.
Plenary session for feedback and introduction of
CLIGPO approach.

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Syllabus reference: Demonstrate understanding

Subject: Analysis of a speech
of how writers achieve their effects

Challenge: Assessment opportunities:

Write a detailed introductory paragraph using the
GASP approach.
Analyse part of a speech using the CLIGPO
approach.
Annotated speech transcript.
Group activity feedback.
Past question evaluation (see Bridging exercise).

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Transcript of part of the speech delivered by Nelson Mandela in 1994 at his

inauguration as President of South Africa:
The time for the healing of the wounds has come.
The moment to bridge the chasms that divide us has come.
The time to build is upon us.
We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from
the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.
We succeeded to take our last steps to freedom in conditions of relative peace. We commit ourselves to
the construction of a complete, just and lasting peace.
We have triumphed in the effort to implant hope in the breasts of the millions of our people. We enter into
a covenant that we shall build the society in which all South Africans, both black and white, will be able to
walk tall, without any fear in their hearts, assured of their inalienable right to human dignity -- a rainbow
nation at peace with itself and the world.
As a token of its commitment to the renewal of our country, the new Interim Government of National Unity
will, as a matter of urgency, address the issue of amnesty for various categories of our people who are
currently serving terms of imprisonment.
We dedicate this day to all the heroes and heroines in this country and the rest of the world who sacrificed
in many ways and surrendered their lives so that we could be free.
Their dreams have become reality. Freedom is their reward.
We are both humbled and elevated by the honour and privilege that you, the people of South Africa, have
bestowed on us, as the first President of a united, democratic, non-racial and non-sexist South Africa, to
lead our country out of the valley of darkness.
We understand it still that there is no easy road to freedom.
We know it well that none of us acting alone can achieve success.
We must therefore act together as a united people, for national reconciliation, for nation building, for the
birth of a new world.
Let there be justice for all.
Let there be peace for all.
Let there be work, bread, water and salt for all.
Let each know that for each the body, the mind and the soul have been freed to fulfil themselves.
Never, never and never again shall it be that this beautiful land will again experience the oppression of
one by another and suffer the indignity of being the skunk of the world.
The sun shall never set on so glorious a human achievement!
Let freedom reign. God bless Africa!

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Bridging exercise

Note for teachers

This activity is designed to follow on from the learning in the classroom activity. It makes use of a specimen
question to give an indication of how each learner has gained knowledge and understanding from completing
the earlier activity. Learners may need access to one of the endorsed textbooks. They will also need a copy
of the Steve Jobs speech taken from Question 1 from June 2017 9093/11 and the accompanying mark
scheme. These are available from the School Support Hub. As this is the first activity they have attempted, it
would be a good idea to pair learners together, providing each with a study partner for support.

Learner task
You will now have completed your classroom activity and hopefully you have enjoyed learning about one
way of analysing a piece of text. You are going to complete the following activity to give you an idea of how
you might work independently as part of the AS & A Level English Language course. Make sure that you first
use your resources, then your partner and lastly your teacher for support.

Aim: We want you to answer an AS Level question that asks you to analyse a speech.

 Look at the speech by Steve Jobs in Question 1 of the 9093/11 question paper from June 2017.
 Underline the key terms and command words in the following question, which you are going to
answer.

The following passage is the opening of a speech made by Steve Jobs, Chief Executive of the
Apple Corporation, during a graduation ceremony at Stanford University in California.

(a) Comment on the style and language of the passage and the ways in which it engages the
attention of its audience. [15 marks]
(b) You have been asked to give a speech at a secondary school graduation ceremony.

Write the opening of your speech (120–150 words). Base your answer closely on the style and
language of the original extract. [10 marks]

 Make sure that you understand what the question is asking you to do before you start.
 Work with your study partner to annotate the speech, compare your ideas and support each other’s
note taking. Add in any extra information that you have learned from your discussion with each other
in a different colour pen.
 Work with your study partner to plan your answer and to write a first draft for the question. Remember,
this is the first time that you have seen an AS Level question so don’t worry if you find it challenging at
this stage.
 Now look at the mark scheme provided to self-assess your first draft. Answer these questions:
o what has gone well?
o what could be improved?
Add any additional ideas you might have into your answer in a different colour. If there is anything that
you are not sure about, do some extra note taking, chat to your study partner about it or ask your
teacher.
 Fasten all your work together and submit it to your teacher. You have successfully completed a
speech analysis task and your first AS Level standard questions. Great work!

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