STEP UP TO OXFORDAQA

INTERNATIONAL GCSE ENGLISH LANGUAGE

Mapping of Ignite English from Oxford University Press to
OxfordAQA International GCSE English Language (9270)
 THE BRIDGE TO INTERNATIONAL
GCSE ENGLISH LANGUAGE (9270)
In this document, we show how Ignite English from Oxford University Press prepares your Lower Secondary
age 11–14 students for the step up to OxfordAQA International GCSE English Language (9270).

The following mapping grid shows which areas of Ignite English provide the prior knowledge and skills for
each topic in the OxfordAQA International GCSE English Language (9270) specification.

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) subject content Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
The passages for the reading section on Unit 1: In search of adventure Unit 3: Exploring difference
SECTION A: LITERARY NON- Paper 1 will be literary non-fiction e.g. 1.6. Survival skills (Autobiography) 3.2. A different child (Autobiography)
autobiography, biography, letters, memoir 1.7. At the extremes (Diary) 3.3. Free at last (Autobiography)
and travel/adventure writing.
1.9. Assessment – reading (Travel) 3.4. Pushing the limits (Autobiography)
FICTION

Unit 4: Traveller's tales Unit 5: Young Entrepreneurs

4.1. First impressions (Travel) 5.1. Gap in the market (Autobiography and
4.2. Expect the unexpected (Travel) biography)
4.4. Exotic tastes (Travel) 5.4. Levels of formality (Autobiography)
4.5. A remote meeting (Travel) 5.5. Names and associations (Autobiography)
4.6. A scary moment (Travel)
4.7. Tall tales (Travel)
The writing section will consist of three Unit 1: In search of adventure Unit 1: It's a mystery Unit 1: Dare to scare
tasks from which students choose one: 1.5. Unexpected encounters (Imaginative writing 1.3. Reading detective (Imaginative writing task) 1.3. You're welcome… (Imaginative writing task)
descriptive/imaginative/ argumentative or task) 1.5. Real–life mysteries (Imaginative writing task) 1.6. Graphic detail (Imaginative writing task)
discursive. 1.6. Survival skills (Descriptive writing task) 1.7. Watching the detectives (Descriptive writing task)
LITERARY NON-FICTION AND COMPOSITION

1.7. At the extremes (Argumentative writing task) 1.9. Step into the mystery (Descriptive writing task) Unit 3: Exploring difference
1.9. Assessment – reading (Argumentative writing 1.10. Assessment – writing (Imaginative writing task) 3.2. A different child (Discursive writing task)
task)
3.3. Free at last (Imaginative writing task)
Unit 2: Words of war
Unit 2: The identity kit
2.10. Assessment – reading (Argumentative writing Unit 4: My life, my choices
2.1. What's in a name? (Argumentative writing task) task)
4.4. Parental pressure (Descriptive writing task)
4.5. Fashion victims (Descriptive writing task)
Unit 3: Out of this world Unit 3: Appearance and reality
3.2. Frankenstein's monster (Imaginative writing 3.5. Under the skin (Imaginative writing task)
task)
SECTION B: COMPOSITION

3.4. Robot: friend or foe? (Imaginative writing task)

Unit 4: Technology matters
3.5. Cloning: cool or cruel? (Argumentative writing
4.6. Who is watching you? (Argumentative writing
task)
task)
3.6. Aliens! (Descriptive writing task)
3.7. The end of the world (Descriptive writing task)
Unit 5: Campaign for a cause
3.10. Assessment – writing (Imaginative writing task)
5.5. Reporting on a cause (Argumentative writing task)
5.6. The press release (Argumentative writing task)
Unit 4: Traveller's tales
5.8. Fundraising appeals (Argumentative writing task)
4.3. Home comforts (Descriptive writing task)
5.9. Lobbying for change (Argumentative writing task)
4.4. Exotic tastes (Argumentative writing task)
5.10. Assessment – writing (Argumentative writing
4.5. A remote meeting (Descriptive writing task) task)
4.6. A scary moment (Descriptive writing task)
4.7. Tall tales (Descriptive writing task) Unit 6: Power of communication
6.2. Power of presentation (Argumentative writing
5.2. Choosing the news (Argumentative writing task)
task) 6.4. Building an argument (Argumentative writing
task)
6.4. Join our club (Discursive writing task) 6.6. A call to arms (Argumentative writing task)
6.10. Assessment – presenting (Discursive writing
task)

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) subject content Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
The reading texts for Paper 2 will relate to All units All units All units
SECTION A:
READING
modern world themes and issues. Some of
the texts may be brief or solely visual. Texts
may be fiction or non-fiction.

The focus of the writing task will be writing Unit 1: In search of adventure Unit 1: It's a mystery Unit 1: Dare to scare
for audience and purpose, which could 1.7. At the extremes 1.1. Why read mysteries? 1.9. Assessment – reading
SOURCE-BASED READING AND DIRECTED WRITING

be both multiple and diverse. The most 1.9. Assessment – reading

successful responses will demonstrate the
Unit 4: Technology matters Unit 3: Exploring difference
students’ ability to respond to this demand.
Unit 2: The identity kit 4.4. A clear message 3.4. Pushing the limits
2.1. What's in a name? 4.5. Disaster!
4.6. Who is watching you? Unit 4: My life, my choices
Unit 4: Traveller's tales 4.8. Investing in the future 4.2. Getting what you want
4.3. Home comforts 4.9. Assessment – presenting 4.3. A sporting chance
SECTION B: WRITING

4.4. Exotic tastes 4.5. Fashion victims

4.8. Assessment – writing Unit 5: Campaign for a cause 4.8. You are what you tweet
5.3. Learning to listen 4.9. Read all about it
Unit 5: Making the news 5.5. Reporting on a cause 4.10. Assessment – writing
5.2. Choosing the news 5.6. The press release
5.5. The language of news 5.7. Into the news Unit 5: Young Entrepreneurs
5.8. Writing the news 5.8. Fundraising appeals 5.4. Levels of formality
5.9. Lobbying for change 5.7. Personality sells
Unit 6: Your language 5.10. Assessment – writing 5.9. Preparing the pitch
6.7. An idiot's guide to spoken language
6.8. Attitudes to language change Unit 6: Power of communication Unit 6: From talking drums to tweets
6.9. Stand up for language! 6.2. Power of presentation 6.2. Smart phones?
6.10. Assessment – presenting 6.4. Building an argument 6.8. Live news
6.6. A call to arms
6.9. Assessment – debating
The aim of this unit is to develop the All units All units All units
relevant reading, study, research, and
writing skills as those required for the
optional Paper 2, whilst allowing the
opportunity for students to pursue
individual interests.
NON-EXAM ASSESSMENT

Students will be required to show that

they have read a range of core texts.
Through their selection and development
of information and ideas they will
demonstrate sound understanding of
content, an awareness of the purposes
of the core texts, and the ability to
synthesise information appropriately,
and perhaps imaginatively, in order to
address the given task. Their final written
piece will be structured appropriately and
communicated effectively and accurately,
with due reference to purpose and
audience.

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) subject content Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
Students must undertake a prepared Unit 4: Traveller's tales Unit 4: Technology matters Unit 3: Exploring difference
spoken presentation on a specific topic. 4.8. Assessment – writing 4.5. Disaster! 3.1. Challenging perceptions
Presentations must be formal but may 4.8. Investing in the future 3.6. Standing out
take a wide variety of forms, including Unit 5: Making the news 4.9. Assessment – presenting
talks, debates, speeches and dialogues
5.10. Assessment – presenting Unit 4: My life, my choices
Students must identify the subject for Unit 5: Campaign for a cause 4.1.Have your say
their presentations in advance and agree
it with their teacher Unit 6: Your language 5.10. Assessment – writing
6.10. Assessment – presenting Unit 5: Young Entrepreneurs
Presentations must be planned and
organised Students should be advised Unit 6: Power of communication 5.9. Preparing the pitch
that lack of preparation is likely to prevent 6.9. Assessment – debating 5.10. Assessment – presenting
access to the criteria for the higher
grades Unit 6: From talking drums to tweets
Students may use pre-prepared notes, 6.10. Assessment – presenting
power-point etc to assist them during
their presentations but this is not a
SPEAKING AND LISTENING (OPTIONAL ENDORSEMENT)

requirement
As part of, or following, the presentation,
students must listen to and respond
appropriately to questions and feedback

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) scheme of assessment Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
Demonstrate skills in speaking, listening, All units All units All units
reading and writing necessary to communicate
with others confidently, effectively, precisely
and appropriately
Express themselves creatively and All units All units All units
imaginatively
Understand the patterns, structures and Unit 6: Your language Unit 6: Power of communication Unit 6: From talking drums to tweets
conventions of written and spoken English
Select and adapt speech and writing to Unit 1: In search of adventure All units Unit 1: Dare to scare
different situations and audiences 1.6. Survival skills 1.6. Graphic detail
1.7. At the extremes 1.7. The supernatural on stage
1.8. Worth the risk? 1.8. Tenses and tension
1.9. Assessment – reading 1.9. Assessment – reading

Unit 2: The identity kit Unit 2: Relationships

GENERAL AIMS AND LEARNING OUTCOMES

2.10. Assessment – reading 2.10. Assessment – writing

Unit 3: Out of this world Unit 3: Exploring difference

3.4. Robot: friend or foe? 3.4. Pushing the limits
ASSESSMENT OBJECTIVES

3.5. Cloning: cool or cruel? 3.5. Making your mark

Unit 4: Traveller's tales Unit 4: My life, my choices

4.1. First impressions 4.1. Have your say
4.2. Expect the unexpected 4.2. Getting what you want
4.3. Home comforts 4.3. A sporting chance
4.4. Exotic tastes 4.4. Parental pressure
4.5. A remote meeting 4.5. Fashion victims
4.8. Assessment – writing 4.8. You are what you tweet

5.1. Who makes the news? Unit 5: Young Entrepreneurs

5.2. Choosing the news 5.1. Gap in the market
5.3. Explaining the issues 5.2. Choosing the big idea
5.5. The language of news 5.3. Planning your new business
5.7. Reading the news 5.5. Names and associations
5.8. Writing the news 5.7. Personality sells
5.9. Breaking news 5.8. Responding to questions
5.10. Assessment – presenting 5.9. Preparing the pitch
5.10. Assessment – presenting
Unit 6: Your language
Unit 6: From talking drums to tweets
Become critical readers of a range of texts, All units All units All units
including multi-modal texts
Use reading to gain access to knowledge and All units All units All units
to develop their own skills as writers connect
ideas, themes and issues, drawing on a range
of texts.

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) scheme of assessment Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
R1: Read and understand texts, selecting and All units All units All units
utilising material appropriate to purpose
R2: Collate and synthesise detail from one or Unit 1: In search of adventure Unit 1: It's a mystery Unit 1: Dare to scare
more sources, making cross-references and 1.1. The hero's journey 1.7. Watching the detectives 1.4. Attack!
comparisons as appropriate 1.5. Unexpected encounters 1.9. Assessment – reading
1.7. At the extremes Unit 4: Technology matters
4.5. Disaster! Unit 2: Relationships
Unit 2: The identity kit 4.8. Investing in the future 2.9. Is love blind?
2.1. What's in a name?
Unit 5: Campaign for a cause Unit 3: Exploring difference
Unit 3: Out of this world 5.7. Into the news 3.6. Standing out
3.1. What is science fiction?
3.5. Cloning: cool or cruel? Unit 4: My life, my choices
4.1. Have your say
Unit 4: Traveller's tales
4.2. Expect the unexpected Unit 5: Young Entrepreneurs
4.8. Assessment – writing 5.1. Gap in the market

Unit 5: Making the news Unit 6: From talking drums to tweets

ASSESSMENT OBJECTIVES

5.2. Choosing the news 6.8. Live news

6.9. Digital generations
AO1: READING

Unit 6: Your language

6.7. An idiot's guide to spoken language
6.8. Attitudes to language change
6.10. Assessment – presenting
R3: Develop and sustain interpretations of All units All units All units
writers’ ideas and perspectives.

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) scheme of assessment Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
R4: Explain and evaluate how writers use Unit 1: In search of adventure Unit 1: It's a mystery Unit 1: Dare to scare
linguistic, grammatical, structural and 1.6. Plotting the perfect crime
Unit 2: The identity kit Unit 2: Relationships
presentational features to achieve effects and 1.7. Watching the detectives
engage and influence the reader Unit 3: Out of this world 1.8. Scene of the crime Unit 3: Exploring difference
Unit 4: Traveller's tales Unit 4: My life, my choices
Unit 2: Words of war
Unit 5: Making the news 2.2. At the front
5.3. Explaining the issues 2.3. Keeping a diary
5.5. The language of news 2.4. Class war
2.5. Revealing character
2.7. Rhythms of war
2.8. Shaping the message
2.9. Aftermath
2.10. Assessment – reading

Unit 3: Appearance and reality

3.1. Writing the illusion
3.2. Unreliable narrators
3.3. Looking differently
ASSESSMENT OBJECTIVES

3.9. Assessment – reading

AO1: READING

Unit 4: Technology matters

4.2. The price of progress
4.3. Selling technology
4.4. A clear message

Unit 5: Campaign for a cause

5.5. Reporting on a cause
5.6. The press release
5.7. Into the news
5.8. Fundraising appeals
5.9. Lobbying for change

Unit 6: Power of communication

6.1. Every word counts
6.2. Power of presentation
6.3. Emotional appeal
6.4. Building an argument
6.5. Debating the issue
6.6. A call to arms
6.7. Talking about revolution
6.8. The power of imagery

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) scheme of assessment Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
W1: Communicate clearly, effectively and All Units Unit 1: It's a mystery All units
imaginatively; use and adapt forms and select Unit 2: Words of war
vocabulary appropriate to task and purpose in 2.6. Painting the war
ways that engage the reader 2.10. Assessment – reading

Unit 3: Appearance and reality

3.3. Looking differently
3.5. Under the skin

Unit 4: Technology matters

4.4. A clear message
4.6. Who is watching you?

Unit 5: Campaign for a cause

5.5. Reporting on a cause
5.6. The press release
5.10. Assessment – writing

Unit 6: Power of communication

ASSESSMENT OBJECTIVES

6.4. Building an argument

6.6. A call to arms
AO2: WRITING

W2: Use a range of sentence structures for Unit 3: Out of this world Unit 1: It's a mystery Unit 1: Dare to scare
clarity, purpose and effect. Unit 4: Traveller's tales Unit 5: Campaign for a cause
Unit 4: My life, my choices
Unit 5: Making the news
Unit 6: Your language Unit 5: Young Entrepreneurs
5.4. Levels of formality

Unit 6: From talking drums to tweets

6.1. Communication breakdown
W3: Organise information and ideas into Unit 3: Out of this world Unit 1: It's a mystery Unit 1: Dare to scare
sentences, paragraphs and whole texts; use a Unit 4: Traveller's tales Unit 5: Campaign for a cause
variety of linguistic and structural features to Unit 4: My life, my choices
support cohesion and overall coherence. Unit 5: Making the news
Unit 6: Your language Unit 5: Young Entrepreneurs
5.4. Levels of formality

Unit 6: From talking drums to tweets

6.1. Communication breakdown
W4: Demonstrate technical accuracy in Unit 3: Out of this world Unit 1: It's a mystery Unit 1: Dare to scare
grammar, punctuation and spelling. Unit 4: Traveller's tales Unit 5: Campaign for a cause Unit 4: My life, my choices
Unit 5: Making the news
Unit 6: Your language

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 Mapping of Ignite English to OxfordAQA International GCSE English Language (9270)
OxfordAQA International English Language (9270) scheme of assessment Mapping of content from Ignite English
Specification Ignite English 1 (ages 11–12) Ignite English 2 (ages 12–13) Ignite English 3 (ages 13–14)
Section Overview
area units and sections units and sections units and sections
SL1: Communicate clearly and purposefully; Unit 1: In search of adventure Unit 4: Technology matters Unit 1: Dare to scare
structure and sustain talk, and use a variety of 1.8. Worth the risk? 4.9. Assessment– presenting 1.6. Graphic detail
techniques as appropriate 1.7. The supernatural on stage
Unit 3: Out of this world Unit 5: Campaign for a cause 1.8. Tenses and tension
3.5. Cloning: cool or cruel? 5.9. Lobbying for change 1.9. Assessment – reading

Unit 4: Traveller's tales Unit 6: Power of communication Unit 2: Relationships

4.8. Assessment – writing 6.9. Assessment – debating 2.10. Assessment – writing

Unit 5: Making the news Unit 3: Exploring difference

5.10. Assessment – presenting 3.4. Pushing the limits
3.5. Making your mark
Unit 6: Your language
6.10. Assessment – presenting Unit 4: My life, my choices
4.1. Have your say
4.2. Getting what you want
4.3. A sporting chance
4.4. Parental pressure
AO3: SPEAKING AND LISTENING

4.5. Fashion victims

ASSESSMENT OBJECTIVES

4.8. You are what you tweet

Unit 5: Young Entrepreneurs

5.1. Gap in the market
5.2. Choosing the big idea
5.3. Planning your new business
5.5. Names and associations
5.7. Personality sells
5.8. Responding to questions
5.9. Preparing the pitch
5.10. Assessment – presenting

Unit 6: From talking drums to tweets

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 LAY STRONG FOUNDATIONS FOR OXFORDAQA
INTERNATIONAL GCSE ENGLISH
Ignite English
Ignite English 1 Ignite English 2 Ignite English 3
(ages 11-12) (ages 12-13) (ages 13-14)
Student Book

Additional digital support is also available for

978 019 839242 2 978 019 839243 9 978 019 839244 6
teachers and students via Kerboodle.
Find out more at oxfordsecondary.com/ignite
Teacher Companion

978 019 839245 3 978 019 839246 0 978 019 839247 7

OxfordAQA International GCSE English

English Language (9270) English Literature (9275)

Print Textbook Print Textbook

Student Book

978 019 837592 0 978 019 837593 7

Online Textbook Online Textbook
978 019 841188 8 978 019 841192 5
Print & Online Print & Online
Textbook Pack Textbook Pack
978 019 841187 1 978 019 841193 2

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YOUR NEXT STEPS
Support from Oxford University Press Support from OxfordAQA
Talk to your local educational consultant: Find out more about the OxfordAQA International GCSE
English Language specification:
oxfordsecondary.com/contact-us
oxfordaqaexams.org.uk/english
Evaluate or place an order:
Talk to your local qualifications consultant:
Call: +44 (0)1536 452620
Email [email protected] to arrange a visit
Email [email protected]

Find out more:

www.oxfordsecondary.com/oxfordaqa-gcse-english
@OxfordEducationInternational