This booklet focuses solely on question 5 and creative language.

I have created a week-by-week SPAG workbook for students at Functional English L1/2 - GCSE level. It covers the essentials from apostrophe use to writing in a variety of sentence types, using discourse markers to build an effective argument to using semi-colons accurately. Tried and tested.

For GCSE English teachers, this is a practical, clear presentation of how to differentiate between questions 2 and 3 in Paper 1 and addressing Paper 2, question 3 language question. It's a ready-made lesson that should cover around 3 hours. All resources included in the slides.

This was created for a difficult to engage group of football students. It is a complete 2 hour lesson and includes a 19th century resource on the first football match and a 21st century resource on violence in a match in Brazil in 2013. The questions and tasks are designed as short tasks to keep challenging learners interested as well as help them understand what is required in paper 2.

A great starter/revision tool where students can work as a team choosing questions according to level of difficulty and number of points.

This resource has been designed to use with GCSE English students. It involves analysing the story in terms of structure and language as well as creating a story in a formulaic style similar to Adolph Knipe. There is a table of terminology and space for students to identify a variety of terms from the story, including how semi-colons, speech marks and apostrophes are used. It will be a good starting place for FE re-sit students and adults and will become a good reference pack for them to look back over for information.

This provides a comprehensive and clear explanation of questions 2-5 on paper 2. It provides a formula for answering each question and is an effective presentation for the final weeks leading up to the exams.

Here is a slide show to go over each question on SAMS4 paper 1. There are several tasks set within it for students to do. The class should last around 2 hours.

This task focuses specifically at each question on the papers of the new 8700 specification. Written for 16-18 year olds, it is simply and clearly focusing on the specific questions and giving the students the chance to create targets for marginal gains on each question as they undergo practice assessments. Has been used and is highly effective.

Here is a detailed explanation of the decisions a creative writer takes regarding structure. It links closely to question 3 and question 5 of the new specification paper 1. There is a task linked to the presentation.

These revision cards are a mix of language features, spelling, grammar, punctuation and questions about the AQA GCSE English exams. The answers are also included.

Revision options for the remaining days before the exams, this provides 8 activities for students to choose their weaker areas.

The first slide of this presentation is very helpful in reducing both exams’ content to one handout for revision. The presentation then proceeds to explain the process of slowing down writing and reading to make both more precise. Finally there is a question 4 which accompanies the extract from ‘The Monkey’s Paw’ available on teachit.

A walk through both exam papers with examples and exercises on each question

This booklet contains a scheme of work for students to follow and a space to review each week. There is also a space to track their progress. The schedule works on two 1.5 hour lessons each week but could easily be adapted.

This resource is a presentation requested by students who continue to struggle with what is expected from the structure question in paper 1. I’ve decided that a meaningful way of explaining it is to task students with deconstructing a piece of text then reconstructing their own story using the same tools as they used to deconstruct. It covers the most important structural terms and examples of PEE paragraphs written to answer the structure question. Material is designed to cover 2 x 1.5 hour lessons.

Suggested activity for each day from 10 days to the first exam

Starting with an overview of both AQA papers, it includes revision of language features, spelling practice and kernel sentence building before working on each question based on ‘The Lovely Bones’ and ending with a creative writing question based on the extract. Enough work for two weeks.