English Language GCSE Paper 1 June 2018 presentation that contains approximately 30 slides that takes students through each question on this paper, thoroughly. It contains each question from the paper, exam tips and ways to approach and/or annotate the text for certain questions and then example answers. Example responses to GCSE Paper 1 June 2018 include: two different responses to q2, one example response to q3 and two different examples to q4. It also takes students through possible ways to plan a developed response to an image on q5 and tips on narrative writing. References to the GCSE Paper 1 June 2018 mark scheme descriptors are made and have been used to inform the example answers included, as well as typed up examples from previous students’ work - so this would be useful to model and annotate the good features of each example. This would be helpful to use as feedback after students have done the paper or to take them through it question by question. I imagine it would easily take three one-hour lessons.

This resource is a lengthy power-point (over 30 slides) that contains a step by step approach to AQA English Language GCSE Paper 1, 2019. It contains tips and ways to approach each question with modelled responses that are annotated in relation to the mark scheme. All example responses are on word documents to be given to students to annotate useful elements. The power-point could be used as a ‘walk and talk’ presentation to walk students through the exam paper, as feedback after a mock or for revision purposes. There are two example responses to question 2, one example response to question 3 and two example responses to question 4. For the writing section, a specific stepped approach to the describe question is given, an example plan and example opening. There are tips on how to answer a narrative question too. Throughout, references are made to the level descriptors for each question. However, the example responses are different to those given in the official mark scheme to give full, alternative responses to q2-4.

Aimed at lower ability KS4, here are 4 worksheets that contain summaries of Staves 1-5 of 'A Christmas Carol'. They are close paragraphs, so students select the correct word from the box to complete the summary. May be useful for revision.

GCSE 'A Christmas Carol' worksheets on each of the three spirits: the ghost of Christmas Past, Present and Yet to Come. Each worksheet includes the extract from the text that introduces the spirit and questions to prompt an analysis of the meaning of the passage, the significance of the ghost and the way Dickens uses language to represent wider contextual points. It is aimed at a lower ability GCSE group that need prompts when annotating a passage.

This is a 40 slide powerpoint that takes students question by question through an English Language GCSE Paper: Paper 1, November 2017. It includes exam tips on how to approach each question, with mark scheme descriptors and some example responses.The first four questions on English Language (November 2017) are reading and includes an annotated passage for question 2, suggested steps of how to approach quest. 3 with several example answers and suggestions of how to approach quest. 4 with example response extracts. In order to prepare students for question 5 writing on English Language (November 2017) paper 1, it includes a suggestion of how to approach a description of the picture. As well as this there is an example descriptive paragraph that could be improved and one that is of a higher level. Towards the end of the powerpoint there are colour blocks that come on to each screen with suggested wider vocabulary to describe each colour e.g. ‘coral’ for orange. This could be used as a starter for preparing students for the writing section of the paper. The whole powerpoint would take at least 4 lessons to work through.

This is a detailed power-point that can be used by teachers to walk students through each question on this English Language Paper 1 (2020) GCSE. It includes suggested timings for each question, mark schemes for each question and at least one example response (or detailed opening of a response) for each question on the English Language Paper 1 (2020). In addition to this, suggested tips about how to approach each question are used with scaffolded frameworks to plan and write a grade 4 response or above. On at least two questions out of the five, a weak response is given and then an improved version. This allows discussion opportunities to annotate and improve responses using the mark schemes as success criteria. This extensive English Language Paper 1 (2020) resource could be used as feedback after students have completed the paper independently or it could be used as an introductory lead into this paper. I hope that you find this useful.

This English Language GCSE Paper 1 Writing Power-point contains 9 slides that takes students through the process of how to plan and write a response to a descriptive writing question based on an image. The photograph is of a school being bulldozed and it begins by looking at the requirements of the mark scheme, showing how to ‘zoom in’ on four images within the picture and ‘zoom out’ on the whole picture. Boxes are places around each image with suggested ideas of how each picture within the picture can be described. It takes a step by step approach to developing students’ confidence when they are faced with the image on the English Language GCSE Paper 1 question 5. I have modeled planning notes on the image and then written an example of a low grade opening paragraph for students to note how it can be improved and then a higher grade paragraph for them to annotate the successful features of it. Though the example writing is aimed at grade 7 and above students, I have used this with both higher and lower ability students and they have enjoyed being shown a stepped approach to this question.

This is a very thorough and lively Literacy powerpoint, worksheets and SOW. (There are over 80 slides on the ppt). It is aimed at level 4 KS3 children but could be used with any KS2 or KS4 group that need help with punctuation. Each lesson begins with a short activity to assess basic knowledge, then rules / tips are introduced clearly, followed by a whiteboard quiz (e.g. multiple choice questions) and ending with an independent activity. All worksheets needed are included and answers to quizzes and activities are given so that self-marking and peer-marking is encouraged. At the start of the unit, children make a foldable triangle and they draw each piece of punctuation, each week, in a section of the triangle. This then, folds open for children to write punctuation tips / examples as the plenary to each lesson. At the end of the 6 lessons, children are shown how to make a punctuation pyramid (all templates provided) containing definitions and examples of punctuation in use. This could then be used cross-curricular. I have also made a level 5 and above version of this, available to buy separately.

This was made for KS3 English / Drama but could be used for KS4 too. It contains a 4 page script for the witches' trial for being an accessory to the murder of King Duncan, by planting the thought of murder in Macbeth's mind. Roles include judge, the three witches, prosecution and defence lawyer and the rest of the class can join in by being the jury. There are quotes intertwined from the play into the script. It is a fun way of teaching students about the context of witchcraft as well as consolidating the plot!

This contains an over-view of Paper 2 English Literature and a breakdown of what is expected in Section C: Unseen Poetry. The extensive power-point contains mark schemes, an example section C question 1 on 'Westminster Bridge' by William Wordsworth, complete with annotations and how to approach an analysis. It also contains a comparison question (section C, question 2) between 'Westminster Bridge' and 'Winter Night: Edinburgh' by Andrew Forster. Again, it has suggestions of how to approach this question, discussion points and then two example comparative responses to question 2. Mark schemes are provided so that students can mark the responses and feedback slides are given too. The example paper and model responses are in word documents.

This is a 24 slide power-point that takes students through the GCSE English Language Paper 2 (June 2018). It includes tips on each question, stepped approaches and example responses. In the reading section of the paper, questions 2 and 4 are taught consecutively to show the different requirements of these comparison questions. There is a slide that includes question 2 and question 4 next to each other and then annotated points about the different timings, skills and assessment objectives that are being assessed on these two questions. Example responses are given for each question, with just an opening example paragraph for question 5, and there are annotations next to each example response so that students have tips on how to write a good GCSE response to each exam question. In the writing section of the paper, as the preview image shows, the wording of the question is annotated to break it down and inform students’ planning for each paragraph of this response. There are also some suggestions on the theme of the question and a reminder of rhetorical devices (using the AFOREST acronym) with examples related to the June 2018 writing question. All example responses are included on word documents too for ease of printing and students could annotate success features of each response. This resource would easily to take 3-4 lessons to walk and talk students through each question on GCSE Paper 2 (June 2018). It could also be used as feedback after an independent practice on this paper.

GCSE English Literature 'An Inspector Calls' power-point introducing a court scene you can set up in the classroom using role-play to put the Birling family and Gerald Croft on trial for 'being the biggest accessory contributing to the suicide of Eva Smith'. There is a script for the judge to open and close the trial (so the student can read off it, or change it as required). There are also questions for both the defence lawyer and prosecution lawyer to ask students role-playing Sheila, Eric, Sybil, Arthur and Gerald to respond to. There are no scripted responses for the 'suspects' so stronger, more able students who can improvise on the spot are better for these roles. Roles include judge, each of the Birlings, Gerald Croft, prosecution lawyer, defence lawyer, the jury (and you can add extras e.g. police officers / members of the public gallery). Hope you have fun with it!

This is for use with the Conflict and Power Cluster of the AQA GCSE Anthology. Its aim is to encourage students to make some links between a selection of poems on the theme of nature and then to model possible planning methods for a comparative question. The question used is: 'How is nature presented in 'Exposure' and one other poem?' and there are three modeled suggestions of planning: skills, stages in the poem or themes. Then, there are two example comparative paragraphs to discuss the grades with students and methods to move them on.

AQA GCSE English Language Descriptive Writing: Extended Metaphors. This is a power-point that is aimed at enhancing students' imaginative skills. this could also be used in KS3 as an introduction to more advanced creative writing skills. It contains an introduction showing the differences between metaphors and extended metaphors. After a series of short activities, it leads to students writing their own extended metaphor based on an example e.g. school as prison. There is then an extension task where students can describe X-factor judges using extended metaphors and ends with tips on how to write in this style.

There are two documents for use with AQA GCSE English Literature (8702) Poetry Anthology 'Power and Conflict' cluster. The first document is 15 pages long and has an A5 size worksheet on each of the 15 poems that ask students to write what the poem is about, what it teaches them, select two quotes to explain (one memorable quote and one use of imagery), name who the poet is and when the poem was written and the relevance of this. There are 2 different pictures per poem: one of the poet and one of an image that relates to the poem. The second document is a few pages long and contains a paragraph summarising what each poem is about. This is useful for when students have missed poems, for teaching assistants working with the group and parents too. Poems include: 'Ozymandias' by Percy Shelley, 'London' by William Blake, Extract from 'The Prelude' by William Wordsworth, 'My Last Duchess' by Robert Browning, 'The Charge of the Light Brigade' by Alfred Lord Tennyson, 'Exposure' by Wilfred Owen, 'Storm on the Island' by Seamus Heaney, 'Bayonet Charge' by Ted Hughes, 'Remains' by Simon Armitage, 'Poppies' by Jane Weir, 'War Photographer' by Carol Ann Duffy, 'Tissue' by Imtiaz Dharker, 'The Emigree' by Carol Rumens, 'Checking Out Me History' by John Agard and 'Kamikazee' by Beatrice Garland. These have been useful for weaker students to write their personal response to a poem after class input and could be made into an A5 size revision booklets too!

This is an AQA GCSE resource on 'A Christmas Carol'. It contains three extract-based questions on the themes of Social Injustice, Christmas and Redemption (as word documents) and a power-point. The power-point guides students through an introduction to the three themes, ways to annotate the extracts by focusing on the GCSE exam criteria e.g. quotation / method / writer's message. It also then shows students how to find links to the question from the rest of the novella. There are two very thorough GCSE plans on the extract question on Christmas and Social Injustice. These take students through the stages of how to annotate the exam paper to find 3 quotes and then 3 quotations from the rest of the novella. There is then an opportunity to do an independent GCSE, timed response on Redemption. One of the slides on the power-point does focus in on level 4 criteria ('clear') but all level descriptors are given so this can be adapted to suit all abilities.

This contains a few slides in a power-point that encourage students to group the AQA English Literature Poems under key themes of 'Nature', 'Power', 'Conflict', 'Inner Conflict'. It then exemplifies where each poem could go under these headings. Then, I have made a spider diagram that breaks headings for poems into sub-headings e.g. 'Beauty of nature' and 'Power of nature'. Assessment Objectives and Mark Scheme for this cluster included too. This would be a good starting point of making links between poems before moving onto specific comparative skills.

GCSE AQA English Language power-point and worksheets that uses AQA guidelines of the different forms, purposes and audiences that could be on the English Language paper 2, q5 GCSE. It teaches students how to write for a specific purpose through four paragraphs on the same topic of 'buses' but each with a different purpose, audience and format. Students identify this and the features of each. Students are then given an opportunity to write for different purposes by working in groups of 4. Each student within the group are given a 'wild card' task on 'Alton Towers' and have to write a response to the task e.g. write a letter to parents about a y10 reward trip etc. Then, students reveal their response and the rest of the group have to guess what the audience, purpose and format was for each response. After this thorough introduction to audience and purpose, there is an English Language paper 2, q5 on animals being used for entertainment. Students are taken through how to annotate the task, structure a response and include AFOREST persuasive techniques to a relevant task. There is a stimulus piece of writing to stimulate ideas and a homework task (another Paper 2, q5 task). This should take at least 3 lessons.

This resource includes a starter activity encouraging students to look at how the rich and poor are presented in ‘A Christmas Carol’. Then, the main part of the lesson includes group work in the form of stations to look at how Dickens presents the Cratchit family. Students would use the second slide of the ppt that includes a grid with 5 empty boxes entitled: Tiny Tim, Cratchit family way of life, Christmas Dinner and Cratchit family clothing. This could be printed, enlarged to A3, for students to make notes on. Then, on the word sheet documents are pages with 3-5 key quotes on about each of those five headings. Students go o each of the five ‘station’ tables, noting key quotes and write their own explanations of how Dickens presents that element of the Cratchit family (e.g. Christmas dinner) in those specific quotes. This can then be linked back to what Dickens’ message about the rich and poor in Victorian times was. This would then be a very useful GCSE resource in students’ books about how Dickens presents the Cratchit family / the theme of poverty.

A worksheet aimed at tracing how each of Scrooge's experiences put him on a journey of self-discovery. It breaks each Stave into sections of what / who Scrooge sees / what Scrooge says / his reactions to visions and its impact on him. The sheet is intended to be enlarged to A3 and there are opportunities to note contrasts between events to give students a sense of the novella's structure. This could also be used as a plot summary, especially useful for revision and consolidating the storyline. Page numbers for quotes are given (using the Scholastic Classic copies of the text).

This extensive power-point introduces an explanation of how to use apostrophes of possession first of all. Then there are a series of images related to Bonfire night (treacle toffee / fireworks / sparklers) and statements such as 'the sparkler belonging to the boy'. It enables students to write the apostrophe form (e.g. 'the boy's sparkler') and the answers flash up so that students can self-assess. There is also an introduction to apostrophes of contraction followed by examples too. There is an apostrophes of possession and contraction double-sided worksheet that can be used too and all of the answers are on the power-point so that students can self-mark and the teacher can address problematic questions. Useful for students of all abilities, depending on their need, I have used it with year 7 and year 11.