Source: https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-8-stages-of-development [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [A Level](https://senecalearning.com/en-gb/revision-notes/a-level.md) › [English Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language.md) › [AQA](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa.md) › Stages of Development # Stages of Development English Language: AQA A Level, topic 2.1.8 ## The Stages of Development In the exam, you will be given a transcript and the age of the child. In your response, you should say what stage of development the child is in and whether that conforms to what is expected of the child. The stages are as follows: ### The Holophrastic Stage ![The Holophrastic Stage](https://image-v2.cdn.app.senecalearning.com/2018-03/f1b82fbe-733f-44c5-9934-49b4b4719345/shutterstock_434814523.jpg) - The Holophrastic Stage denotes the period of time when children speak using single words (or holophrases). - Generally speaking, this happens between 9-18 months. The holophrases are predominately (but not always) nouns. - The holophrases will often encompass many meanings and moods. For example, juice could mean: - Can I have some juice? (Interrogative) - Give me juice! (Imperative) - There’s the juice. (declarative) ### The Two-Word Stage ![The Two-Word Stage](https://image-v2.cdn.app.senecalearning.com/2018-11/e74981c0-3bec-4d09-804f-30eaebb6775d/2-two-number-.jpg) - Often confused with the Telegraphic Stage, this stage denotes utterances of two words only. - This stage occurs between 18 and 24 months. - Other word classes start to emerge, but nouns still dominate. - Syntax is explored (correctly). - Subject-verb (__‘Robin jump’__). - Verb-object (__‘jump dog’__). - Noun phrases (pre-mod adj + noun – __‘big dog’__). - Inflections are not applied to verbs. ### Telegraphic Stage ![Telegraphic Stage](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/7.5.1%20-%20Food%20Production/nofood-min.jpg) - The Telegraphic Stage denotes when a child is speaking using utterances with just enough information. This word __‘telegraphic’__ stems from the word __‘telegram’__. - Roughly occurs between 24 and 30 months. - A wider range of word classes are acquired (particularly pronouns, followed by determiners and prepositions). - For example: - __‘Rory want food’__. - __‘This coat all wet’__. ### 2.5-5 years ![2.5-5 years](https://image-v2.cdn.app.senecalearning.com/2018-10/dac09373-976c-4f38-bf17-533dc15912e9/girl-child-.jpg) - From 2.5 years old onwards, there is rapid expansion through to 5 years old. In particular, more frequent adjectives. - Between 3-5 years, the child enters the complex utterance stage (sometimes referred to as the Post-telegraphic Stage). - This includes time features, contracted negatives and increasingly accurate inflections. ### Negation ![Negation](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/1.1.1%20-%20Types%20of%20cells/no-entry-706905_640-min.jpg) - Within the acquisition of language and word order, a child quickly learns to use negations. - Between being Holophrastic and Two Word, the child starts to front negatives like __‘no like that’__. - As we approach the Telegraphic stage, the child is starting to place negatives before the main verb like __‘don’t like you’__. - Past this, negation is almost always correct and errors tend to be virtuous. ## Stages of Development - David Crystal __David Crystal__ states that children will have the following linguistic abilities at their disposal at these ages: ### Up to 1 years old ![Up to 1 years old](https://image-v2.cdn.app.senecalearning.com/2018-11/43bb0acf-0875-4ec4-8b5d-0d4851954e52/scribble-.png) - __'Scribble talk’__ – sounds like adult speech, but has no meaning. ### 1 year, 8 months old ![1 year, 8 months old](https://image-v2.cdn.app.senecalearning.com/2018-11/8758e4da-3e5c-4615-8f23-eaf083d9564f/50-.png) - Around 50 words in their lexicon. - Littered with reduplication and overextension. ### 2 years old ![2 years old](https://image-v2.cdn.app.senecalearning.com/2018-11/46e9fcc3-a652-4996-9ddd-f148e5cbc1cd/300-number-.png) - Inflections are emerging, but are insecure. - Around 300 words known. - Object permanence emerges. This is the understanding that objects exist even when you can't see them. ### 3 years old ![3 years old](https://image-v2.cdn.app.senecalearning.com/2018-09/400195bf-0835-46c2-8e70-d467381a504b/mouse-animal-.jpg) - Up to 10 words are being used per sentence utterance. - Vocabulary is too big and varied to accurately estimate. - Irregular verbs and nouns cause problems (e.g. __'run'__ and __'mouse'__). - Parataxis (repeated use of coordinating conjunctions like __‘and’__) begins to be used. - Multiple negation/double negatives start to happen – the child does not grasp that negatives cancel each other out. - Contractions begin to be used. ## Acquisition of Grammatical Constructions Inflectional morphemes and other grammatical features (and grammatical words) are acquired in a specific order. __Brown__’s research proposes that they are learned in this order: ### 1-6 ![1-6](https://image-v2.cdn.app.senecalearning.com/courseImages/PE/1%20Skills/woman%20walking.jpg) 1. Present progressive (-ing) – I am walking. 2. Prepositions – by, on, at... 3. Simple plural (-s, -es) – two dogs. 4. Possessive (- ‘s) – Trudi’s boat. 5. Uncontracted copula – Stuart is acting. 6. Articles – the box, a dog. ### 7-12 ![7-12](https://image-v2.cdn.app.senecalearning.com/2018-08/5dbe6c20-8210-492c-b70b-15883a7b42b9/laptop-working-coffee.jpg) 7. Regular past tense (-ed) – I walked. 8. Third person regular verbs (-s) – Dave types. 9. Third person irregular verbs – Suz teaches. 10. Auxiliary verb ‘be’ – I am, he was, you are. 11. Contracted copula – Stuart’s acting. 12. Contracted auxiliary verb ‘be’ – I’m, you’re. ### __Katamba__ ![__Katamba__](https://image-v2.cdn.app.senecalearning.com/2018-09/3fba2487-0107-4ee7-9e33-50edfe5b6f04/checklist-ticklist-tick-list-.jpg) - __Katamba__ argues that this order is the same regardless of parental input. ## Test yourself on Stages of Development - Stages of Linguistic Development - Childhood Stages of Linguistic Development - David Crystal - At what age does object permanence emerge? - Order of Acquisition of Grammatical Constructions: Brown (1-6) - Order of Acquisition of Grammatical Constructions: Brown (7-12) [Practise this topic for free](https://app.senecalearning.com/classroom/course/1e248169-fb0c-4ca7-9692-7c46f316728b/section/d2fe046d-5f1b-4b8d-a9e9-2de79b3c2f98/session) - Previous topic: [2.1.7 Lexical Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-7-lexical-development.md) - Next topic: [2.1.9 End of Topic Test - Child Language Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-9-end-of-topic-test-child-language-development.md) ## English Language: AQA A Level contents ### 1 Language Levels - 1.1 Assessment Objectives - [1.1.1 Assessment Objectives](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-1-1-assessment-objectives.md) - 1.2 Lexis - [1.2.1 Introduction](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-1-introduction.md) - [1.2.2 Common, Proper, Abstract & Concrete Nouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-2-common-proper-abstract-and-concrete-nouns.md) - [1.2.3 Collective Nouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-3-collective-nouns.md) - [1.2.4 Adjectives](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-4-adjectives.md) - [1.2.5 Main, Auxiliary & Copular Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-5-main-auxiliary-and-copular-verbs.md) - [1.2.6 Dynamic & Stative Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-6-dynamic-and-stative-verbs.md) - [1.2.7 Transitive, Intransitive, Active & Passive Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-7-transitive-intransitive-active-and-passive-verbs.md) - [1.2.8 Mood of Verbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-8-mood-of-verbs.md) - [1.2.9 Adverbs](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-9-adverbs.md) - [1.2.10 Personal, Possessive & Reflexive Pronouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-10-personal-possessive-and-reflexive-pronouns.md) - [1.2.11 Relative & Demonstrative Pronouns](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-11-relative-and-demonstrative-pronouns.md) - [1.2.12 Determiners](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-12-determiners.md) - [1.2.13 Conjunctions](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-13-conjunctions.md) - [1.2.14 Synonyms, Antonyms & Phonological Features](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-14-synonyms-antonyms-and-phonological-features.md) - [1.2.15 End of Topic Test - Lexis](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-2-15-end-of-topic-test-lexis.md) - 1.3 Grammar - [1.3.1 Morphology](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-1-morphology.md) - [1.3.2 Clauses](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-2-clauses.md) - [1.3.3 Phrases](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-3-phrases.md) - [1.3.4 Present Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-4-present-tense.md) - [1.3.5 Past Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-5-past-tense.md) - [1.3.6 Future Tense](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-6-future-tense.md) - [1.3.7 End of Topic Test - Grammar](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-3-7-end-of-topic-test-grammar.md) - 1.4 Semantics & Pragmatics - [1.4.1 Semantics](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-4-1-semantics.md) - [1.4.2 Pragmatics](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-4-2-pragmatics.md) - 1.5 Discourse Structure, Graphology & Orthography - [1.5.1 Discourse Structure](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-1-discourse-structure.md) - [1.5.2 Graphology & Orthography](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-2-graphology-and-orthography.md) - [1.5.3 End of Topic Test - Semantics, Graphology etc.](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/1-5-3-end-of-topic-test-semantics-graphology-etc.md) ### 2 Language, The Individual & Society - 2.1 Children’s Language Development - [2.1.1 The Exam](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-1-the-exam.md) - [2.1.2 Phonemes, Vocal Tract & Articulation](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-2-phonemes-vocal-tract-and-articulation.md) - [2.1.3 Writing About Phonemes](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-3-writing-about-phonemes.md) - [2.1.4 Phonological Simplification](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-4-phonological-simplification.md) - [2.1.5 A Child's First Year & Consonant Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-5-a-childs-first-year-and-consonant-acquisition.md) - [2.1.6 Beginning Stages of Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-6-beginning-stages-of-language.md) - [2.1.7 Lexical Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-7-lexical-development.md) - [2.1.8 Stages of Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-8-stages-of-development.md) - [2.1.9 End of Topic Test - Child Language Development](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-1-9-end-of-topic-test-child-language-development.md) - 2.2 Children's Language Development - Theories - [2.2.1 Behaviourism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-1-behaviourism.md) - [2.2.2 Interactionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-2-interactionism.md) - [2.2.3 Challenging Interactionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-3-challenging-interactionism.md) - [2.2.4 Nativism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-4-nativism.md) - [2.2.5 Nativism - Exam Answer](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-5-nativism-exam-answer.md) - [2.2.6 Cognitivism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-6-cognitivism.md) - [2.2.7 Social Constructionism](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-7-social-constructionism.md) - [2.2.8 Writing About Spoken Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-8-writing-about-spoken-acquisition.md) - [2.2.9 End of Topic Test - Development Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-2-9-end-of-topic-test-development-theories.md) - 2.3 Literacy Development: Reading - [2.3.1 Introduction](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-1-introduction.md) - [2.3.2 Phonics vs Whole Word](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-2-phonics-vs-whole-word.md) - [2.3.3 Debates in Reading](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-3-debates-in-reading.md) - [2.3.4 Modelling Reading Acquisition](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-4-modelling-reading-acquisition.md) - [2.3.5 Other Reading Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-5-other-reading-theories.md) - [2.3.6 End of Topic Test - Reading](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-3-6-end-of-topic-test-reading.md) - 2.4 Literacy Development: Writing - [2.4.1 Orthography](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-1-orthography.md) - [2.4.2 Kroll's Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-2-krolls-theory.md) - [2.4.3 Barclay's Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-3-barclays-theory.md) - [2.4.4 Creativity vs Accuracy](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-4-creativity-vs-accuracy.md) - [2.4.5 Other Writing Theories](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-5-other-writing-theories.md) - [2.4.6 The Exam](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-6-the-exam.md) - [2.4.7 End of Topic Test - Writing](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/2-4-7-end-of-topic-test-writing.md) ### 3 Language Diversity & Change - 3.1 The Importance of Gendered Language - [3.1.1 Writing About Gender](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-1-writing-about-gender.md) - [3.1.2 Dominance Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-2-dominance-theory.md) - [3.1.3 Interruptions - Zimmerman & West](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-3-interruptions-zimmerman-and-west.md) - [3.1.4 Deficit Theory](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-4-deficit-theory.md) - [3.1.5 Difference Model](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-5-difference-model.md) - [3.1.6 Difference Model - Men](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-6-difference-model-men.md) - [3.1.7 Diversity Model](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-7-diversity-model.md) - [3.1.8 End of Topic Test - Gendered Language](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-1-8-end-of-topic-test-gendered-language.md) - 3.2 Social Groups - [3.2.1 Writing About Social Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-1-writing-about-social-groups.md) - [3.2.2 Social Class](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-2-social-class.md) - [3.2.3 Social Class 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-3-social-class-2.md) - [3.2.4 Age](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-4-age.md) - [3.2.5 Age - Teen Speak](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-5-age-teen-speak.md) - [3.2.6 Milroy’s Belfast Study](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-6-milroys-belfast-study.md) - [3.2.7 Labov’s Martha’s Vineyard Study](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-7-labovs-marthas-vineyard-study.md) - [3.2.8 End of Topic Test - Social Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-2-8-end-of-topic-test-social-groups.md) - 3.3 Occupational Groups - [3.3.1 Writing About Occupational Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-1-writing-about-occupational-groups.md) - [3.3.2 Jargon](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-2-jargon.md) - [3.3.3 Conversations](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-3-conversations.md) - [3.3.4 Hierarchy & Power](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-4-hierarchy-and-power.md) - [3.3.5 End of Topic Test - Occupational Groups](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-3-5-end-of-topic-test-occupational-groups.md) - 3.4 Accents & Dialects - [3.4.1 Writing About Accent & Dialect](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-1-writing-about-accent-and-dialect.md) - [3.4.2 Introduction to Accents & Dialects](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-2-introduction-to-accents-and-dialects.md) - [3.4.3 Accents - Matched Guide Experiment](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-3-accents-matched-guide-experiment.md) - [3.4.4 Accents - Received Pronunciation & Brummie](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-4-accents-received-pronunciation-and-brummie.md) - [3.4.5 Dialects - Dialectal Variations](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-5-dialects-dialectal-variations.md) - [3.4.6 Accent & Dialect Case Study - London](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-6-accent-and-dialect-case-study-london.md) - [3.4.7 End of Topic Test - Accents & Dialects](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-4-7-end-of-topic-test-accents-and-dialects.md) - 3.5 Language Change - [3.5.1 Writing About Language Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-1-writing-about-language-change.md) - [3.5.2 Modelling Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-2-modelling-change.md) - [3.5.3 Modelling Change 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-3-modelling-change-2.md) - [3.5.4 Lexical Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-4-lexical-change.md) - [3.5.5 Semantic Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-5-semantic-change.md) - [3.5.6 End of Topic Test - Language Change](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-5-6-end-of-topic-test-language-change.md) - 3.6 History of English - [3.6.1 Old English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-1-old-english.md) - [3.6.2 Old English 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-2-old-english-2.md) - [3.6.3 Middle English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-3-middle-english.md) - [3.6.4 Middle English 2](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-4-middle-english-2.md) - [3.6.5 Early Modern English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-5-early-modern-english.md) - [3.6.6 Late Modern English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-6-late-modern-english.md) - [3.6.7 Present Day English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-7-present-day-english.md) - [3.6.8 Global English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-8-global-english.md) - [3.6.9 American English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-9-american-english.md) - [3.6.10 Modelling Global English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-10-modelling-global-english.md) - [3.6.11 End of Topic Test - History of English](https://senecalearning.com/en-gb/revision-notes/a-level/english-language/aqa/3-6-11-end-of-topic-test-history-of-english.md)