- Format:Cambridge Elevate
- Subject(s):English Literature
- Author(s):Russell Carey, Anne Fairhall, Tom Rank, Marcello Giovanelli
- Available from: November 2015
A new series of bespoke, full-coverage resources developed for the 2015 A Level English qualifications.
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Created specifically for the AQA A/AS Level English Literature A specification for first teaching from 2015, this enhanced digital resource incorporates differentiated support stretching the more able and supporting those who need it. Helping bridge the gap between GCSE and A Level, the three-part structure focuses on texts within a particular time period and supports students in developing skills to interpret texts and reflect on learning, whilst encouraging independent study and wider reading. Including digital content, this resource is available online and on tablet devices through the Cambridge Elevate app.
The Elevate enhanced edition is fully customisable and interactive, with text that can be annotated, rich and varied video content and auto-marked questions.
The Elevate enhanced edition also features a ‘My Work’ folder, enabling students to submit work and teachers to assess effectively, as well as track progress.
Concise definitions of the key terms that students need to know are included and where possible accompanied with contextualised examples.
Available online and on tablet devices through the Cambridge Elevate app.
Includes a range of activities to engage the learner.
Regular self-assessment opportunities for students throughout each unit, helping students understand their areas of strength and improvement.
- BEGINNING: 1. Overview
- 2. Responding to literature
- 3. Texts, contexts and time
- 4. Wider reading, research and writing skills
- 5. Poetry
- 6. Prose
- 7. Drama
- DEVELOPING: 8. Love Through the Ages: Introduction
- 8.1 What is love?
- 8.2 Connecting love through the ages: Poetry
- 8.3 Connecting love through the ages: Prose
- 9. Love Through the Ages: Shakespeare
- 9.1 The Elizabethan era
- 9.2 Shakespeare's plays
- 9.3 Othello
- 9.4 The Taming of the Shrew
- 9.5 Measure for Measure
- 9.6 The Winter's Tale
- 10. Love Through the Ages: Poetry
- 10.1 Ideal, romantic love
- 10.2 Love, sex and inconstancy
- 10.3 Marriage and mature love
- 10.4 Love, loss and taboos
- 10.5 Bringing it all together
- 11. Love Through the Ages: Prose
- 11.1 Romantic love
- 11.2 Marriage and commitment
- 11.3 Love and death
- 11.4 Social conventions and taboos
- 11.5 Jealousy, guilt and remembrance 11.6 Bringing it all together
- 12. World War I and its Aftermath: Introduction
- 12.1 The Great War
- 12.2 The historical and social context
- 12.3 Memory and mourning
- 12.4 The pre-war cultural context
- 12.5 The aftermath
- 13. World War I and its Aftermath: Drama
- 13.1 The theatre of war and war in the theatre
- 13.2 R.C. Sherriff: Journey's End
- 13.3 Joan Littlewood and Theatre Workshop: Oh! What a Lovely War
- 13.4 Peter Whelan: The Accrington Pals
- 13.5 Richard Curtis and Ben Elton: Blackadder Goes Forth
- 13.6 David Haig: My Boy Jack
- 14. World War I and its Aftermath: Poetry
- 14.1 Poetry and remembrance
- 14.2 The age of chivalry
- 14.3 Which England?
- 14.4 Only connect: Finding the themes
- 15. World War I and its Aftermath: Prose
- 15.1 The novel before the First World War
- 15.2 Understanding the set texts
- 15.3 Rebecca West: The Return of the Soldier
- 15.4 Erich Maria Remarque: All Quiet on the Western Front
- 15.5 Ernest Hemingway: A Farewell to Arms
- 15.6 Susan Hill: Strange Meeting
- 15.7 Pat Barker: Regeneration
- 15.8 Sebastian Faulks: Birdsong
- 15.9 Sebastian Barry: A Long Long Way
- 15.10 Ben Elton: The First Casualty
- 15.11 Pat Barker: Life Class
- 15.12 Bringing it all together
- 16. Modern Times: Literature from 1945 to the Present Day: Introduction
- 16.1 Introduction
- 16.2 Education, education, education
- 16.3 Education and social mobility
- 16.4 Representation of class and gender in post-1945 literature
- 16.5 Representations of gender
- 16.6 The enduring influence of stereotypes
- 16.7 Exploring how Sylvia Plath portrays attitudes towards women in 'The Applicant'
- 17. Modern Times: Literature from 1945 to the Present Day: Drama
- 17.1 Introduction
- 17.2 The beginning of Miller's All My Sons
- 17.3 The moral implications of plays
- 17.4 Tennessee Williams: A Streetcar Named Desire
- 17.5 Tennessee Williams: Cat on a Hot Tin Roof
- 17.6 Making connections across genres
- 18. Modern Times: Literature from 1945 to the Present Day: Poetry
- 18.1 Poetry today
- 18.2 The poems in this unit
- 18.3 Poems about family relationships
- 18.4 Poems about relationships, their tensions and endings
- 18.5 Two poets exploring one day from different perspectives
- 18.6 Poetry about loss and grief
- 18.7 Bringing it all together
- 19. Modern Times: Literature from 1945 to the Present Day: Prose
- 19.1 The texts in this unit
- 19.2 Exploring Oranges Are Not the Only Fruit
- 19.3 Exploring The Handmaid's Tale
- 19.4 Exploring The Color Purple
- 19.5 Structure of novels
- 19.6 Prose questions in the examination paper
- 19.7 Bringing it all together
- 20. Texts Across Time
- 20.1 Why do a non-examined assessment?
- 20.2 The key requirements of the non-examined assessment
- 20.3 Choosing your texts
- 20.4 Selecting a theme for your comparison
- 20.5 Preparing for the assignment
- 20.6 Writing the first draft
- 20.7 The final draft
- 20.8 Unit summary
- ENRICHING: 21. Love Through the Ages
- 22. World War I and its Aftermath
- 23. Modern Times: Literature from 1945 to the Present Day
- 24. Texts Across Time
Russell has been a teacher for many years and for the last few years he has worked as an independent consultant, seeking to improve teaching and learning within English departments. He is a highly experienced teacher-trainer for the Cambridge IGCSE who delivers training courses on the syllabuses in the UK and internationally. He also wrote for the Cambridge University Press IGCSE English Literature course book and teacher DVD .
Anne Fairhall has many years' experience teaching A Level English and publishing for secondary English. She has worked as a visiting tutor at higher education level and has authored resources for teachers and students.
Marcello is a Lecturer in English in Education at the University of Nottingham. He previously worked in secondary schools as a Head of English, an Assistant Headteacher, a Deputy Headteacher, and a Lecturer in English Language and Linguistics in higher education (at the University of Nottingham, and Middlesex University). He is a consultant teacher for NATE and sits on their post 16/higher education committee. Marcello is the co-author of two A Level English Language textbooks, and has written a number of articles for professional journals as well as having significant research publications in stylistics and applied linguistics.
Tom Rank is a former Head of Department and is the author of a number of publications for teachers and students of GCSE and A Level English. Tom writes a regular column for NATE's Teaching English magazine.
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