GCSE exam boards have stressed the importance of students expressing their point of view in non-fiction writing. Regarding the essentially boring nature of the exam questions and how to get students motivated to produce exemplary answers, I have decided to go down quite an abstract route with my class to get them to consider the importance of POV. I have designed a quiz that requires students to answer 10 generic questions about their lives, hobbies and values. Depending on whether they answer majority A, B, C or D this will tell them what type of POV they have on the world. The students will either come out as having the following brain types: philosophical, realist, idealist or emotive. The power point will tell them a little bit about their POV. To further encourage students to think deeply about how their vocabulary and linguistic choices can amplify and reveal their POV, I have also designed specific POV top tips sheets for the four POV types. This checklist has highly sophisticated generic vocabulary that students should be able to apply to any question but which clearly reveals their POV. It also outlines the linguistic features that would really aid them in expressing their own ideological stances. Please note that the quiz and checklists are on the same document so they will need to be printed one-sided.

GCSE exam boards have released material through Pixl outlining students struggle to evaluate across the country. Based on material published by both Pixl and AQA this lesson firstly begins to get students into good exam practice through techniques advised by both organisations. The lesson focus surrounds the popular dystopian novel World War Z. My lessons surrounding dystopias have been extremely successful with boys resulting in boys outperforming girls in examinations. Students are required to develop their inference and evaluation skills first by adding speech bubbles to The Walking Dead comics, they are then required to complete a language match up activity that will aid them in their analysis of the World War Z extract later in the lesson. This lesson allows students to build their skills by first evaluating the film trailer and verbally discussing the elements which they agree and disagree with. Students also have the opportunity to complete the attached "Would you survive a zombie apocalypse quiz?" to engage them. The lesson includes an exemplar that students will need grade according to the learning objectives which have been banded to the AQA mark scheme and to make improvements to them with their peers. Students will then need to produce their own response to the Q4. Also attached is a creative writing lesson in which students re-write the story of The Fall of Mankind from a different perspective based on an extract from The Book of Genesis. This lesson provides excellent links to the wider themes explored in the AQA literature series.

A really successful lesson with Year 11 comparing V’s revolutionary speech from V for Vendetta with a Guardian article about the Million Mask March that takes place on the 5th of November. The lesson outlines how to approach comparing two non-fiction texts using a tailored acronym and paragraph plan. Students will need access to A3 paper and wool for this lesson to get them engaged.

Herein please find a double lesson (could easily be split up into 2 singles) introducing GCSE classes how to approach Q4 of the new AQA English language GCSE in Explorations into Creative Reading and Writing. The lesson uses a 19th century extract and would make ideal links to student's understanding of Jekyll and Hyde if cross-curricular links are desired. Copyright applies to the extract. The lesson introduces students on how to approach an evaluation question by finding the key words in a question and tracking for judicious quotations to achieve higher in the mark scheme. Lesson is guaranteed to improve students responses and give them a set exam technique for evaluating rather than just analysing texts or using a set methodology which could prohibit them with the tight timings. . Differentiation and stretch and challenge is provided at all stages.

This double lesson encourages students to undertake a perceptive linguistic analysis of extracts from Anne Frank's diary using the features from the lesson starter to assist them. The lesson then encourages students to compare writer's attitudes and viewpoints towards discrimination in Anne Frank extracts and extracts from Adolf Hitlers Main Kampf. The lesson includes helpful tips on how to approach the comparison question and leveled sentence starters for writing a response. There is also a single lesson writing included offering you 3 hours of lessons for Holocaust Memorial Day or non-fiction analysis, comparison and production.

Hi! Please find here a lesson turning GCSE students of Animal Farm into Marxist theory and Capitalism theory specialists! This is a highly thought-provoking, fun and concept led lesson which allows them to apply detailed contextual information to their Animal Farm exam essay questions. Students are introduced to a variety of Marxist ideas on capitalism which relate to the revolution in Animal Farm including the idea of the alienation of the individual self and can even complete a test to see if they are a Marxist too! When you download the lesson please play as a slideshow as their is some hidden information behind images!

Hi, Herein please find a workbook with a variety of language, context and character related activities for Act 2 Scene 5 and Scene 6. There are 12 pages of activities which will help to extend the students understanding of characters, quotations, language and phonetics analysis, context and answering GCSE questions. Comprehension tasks are also included alongside key contextual information. This would be a great revision tool

A workbook with five activities relating to Romeo and Juliet composed of: 1) A terminology grid activity related to techniques used in Act 2 Scene 2. 2) Quotation Explosions 3) Mock AQA GCSE question and model answer. 4) Quick fire context and GCSE answer task. 5) Creative writing activity.

A revision guide for the new AQA English Literature Paper One Specification specifically for Romeo and Juliet and The Strange Case of Dr Jekyll and Hyde. Inside the pack students will receive the top quotations to remember, key literary and language terminology definitions, quick contextual information, practice mock examination questions and exemplar answers.

Please find in this package a scheme of work which outlines the activities and focus for 7 weeks worth of English language GCSE lessons; 7 weeks worth of powerpoints for: 1 double lesson per week and 1 single lesson per week; ten varied non-fiction extracts (speeches, articles, essays etc) from the 19th, 20th and 21st century that are designated clearly to each weeks lessons; an assessment focus and 7 weeks worth of homework activities. The unit focuses on the AQA New Specification Writer's Viewpoints and Perspectives, non-fiction reading and writing. The unit assess all six assessment objectives. AO1: Finding quotations and making inferences. AO2: Analysing language and structure. AO3: Compare writer's ideas and viewpoints. AO4: Evaluate other's ideas. AO5: Writing - ideas and content. AO6: Writing - Technical Accuracy: spelling, punctuation and grammar. The unit focuses on societies biggest questions looking at issues surrounding: gender, immigration, terrorism in Syria, governmental control, genetic modification and violence in popular culture. Each lesson includes a variety of engaging and creative activities. The unit also contains a writing assessment focus. The selection of extracts varies from the 19th, 20th and 21st century according to the potential selection AQA have specified. Attached is also the scheme of work outline and a homework grid for the students to complete each week to improve their writing skills.

This lesson was delivered as a lecture after school to high attaining Year 11 GCSE students. This first lecture in the series offers a highly perceptive variety of points that a teacher could deliver with ease. The lecture surrounds the perceptive religious links from Jekyll and Hyde to The Book of Genesis and the Book of Exodus. As the bible was highly read and disseminated in the Victorian God-fearing era these links offer tailored points to Stevenson's wider ideological intentions and offer insightful glimpses to the reaction of a Victorian audience.

GCSE exam boards have released material through Pixl outlining students struggle to evaluate across the country. Based on material published by both Pixl and AQA this lesson firstly begins to get students into good exam practice through techniques advised by both organisations. This half term my students are focusing on the theme of education. In order to expose them to a counter-argument for book learning, but still encourage self-improvement and determination, the lesson focuses on Robin William's most famous monologue from Good Will Hunting. This lesson encourages students to respect other's views and experiences but also focus on how important human connection and travel is alongside book learning. Herein you will find a powerpoint with clear steps on how to provide both questions alongside the extract; a language feature match up tailored precisely to the extract; an evaluation starter considering academic literary quotations surrounding the theme of education. In the powerpoint itself is an exemplar Q4 and all mark schemes and checklists are clearly outlined for the students. Thank you for looking!

This lesson was delivered as a lecture after school to high attaining Year 11 GCSE students. This second lecture in the series offers a highly perceptive variety of points that a teacher could deliver with ease. The lecture surrounds the perceptive religious links from Jekyll and Hyde to modernist literature and existentialism alongside the debates surrounding creationism and evolution between natural theology and biology. As a canonical modernist and existentialist text this context is widely applicable to a variety of themes, characters and settings within potential examination questions.

Please see attached a creative writing single lesson. This encourages students to think about teachers who always see the best in them. I am hoping to share their work with the staff they have mentioned if they permit me to :) Included in the lesson is a vocabulary activity, reworking cliched language features and a punctuation tasks. Students will have to craft their creative writing to a maximum of 100 words to encourage them to consider the importance of every word, feature and punctuation mark in every sentence.

Hi! Please find attached a context based lesson explaining to students the rise and fall of ideological control systems after the Russian Revolution. This is a great lesson for the new AQA English Literature specification because if gives exemplar responses, key terminology, really specific perceptive context information and a variety of activities. In particular the lesson looks at the fall of religion as an ideological control system in the USSR and the subsequent rise of the media, particualrly the Pravda, as an ideological control system. The lesson also gives detailed biblical links and links to Marxism.

Please find attached a non-fiction essay writing lesson wherein students will prepare for a non-fiction, argumentative writing task using embedded quotations from two George Orwell extracts (non-fiction and fiction). Students will need to formulate their own opinion and answer a question which requires them to showcase their point of view. This was a highly successful lesson to assist them in: critiquing, reading widely, using discourse markers, writing in a formal register, and engaging them in current literature texts. Excellent practice for both Q4 and Q5 on the AQA Writer's Viewpoints Paper 2 for English Language.

Please find attached a mock exam for Fahrenheit 451. Copyright applies to extract.

Please find an AQA English Language Paper 2 Mock Q2-5 attached. The exam has a Christmas theme so would be ideal for the end of term and for revision purposes. The links to the sources can be found below. Source A looks at the positive effect of Bob Geldof’s Band Aid on Africa, Source B explores the negative effect on Africa. This, if anything else, provides an interesting discussion for students. SOURCE A: https://www.voanews.com/a/live-aid-concert-for-ethiopia-famine-marked-used-of-celebrity/3944925.html SOURCE B https://www.theguardian.com/commentisfree/2014/nov/19/turn-down-band-aid-bob-geldof-africa-fuse-odg