Simplified mark schemes based on the on-screen drag and drop comments on the AQA Examiner marking software. These much reduced mark schemes help teachers to understand exactly what the examiner is look for, can streamline marking and planning and can be modified to give feedback to students by simply highlighting their areas of competence. A valuable resource.
This is another lesson that helps students create an effective piece of writing using the DADWAVERS structure, but also incorporating different elements of sentence structures such as embedded clauses and fronted adverbials. The lesson includes a timer on the spinning wheel slides, encouraging students wo work quickly. Suitable for writing portfolio lessons at KS2 and all the way to exam preparation at GCSE level.
Fed up of trying to get your head around the AQA mark scheme? Are you finding it impossible to convey the many features of a perfect response to your students? These marking grids will help you to understand the mark scheme and see it the different aspects of each question clearly, as well as enabling you to mark quickly and effectively.
Oftsed saw these grids in action in my school and loved them as they show clear pathways to progression
The teachers in my department love them as they are quick and easy to use
Students appreciate them as they can identify the root of underattainment.
Can be used to offer whole class or individual feedback.
All you have need is a highlighter - simply highlight along the boxes to indicate the skills achieved and the levels attained.
Marking GCSE repsonses will never be difficult again!
This assessment effectively bridges the KS2 and KS4 styles of questions and averts the Year 7/8 dip. Did you know, for example, that KS2 students are not required to comment on the effect of language or structure in their SATs tests? Nor are they required to evaluate texts. It is therefore unsurprising that students often perform badly in KS3 tests that are based solely on GCSE papers. My assessment paper takes elements of the KS2 paper that students are familiar with and works in aspects of the KS4 paper at an appropriate level. The grade boundaries are on the front of the paper and have been based upon 2017 threshold levels (AQA).
This is one of the first of a set papers that aims to encourage students to become increasingly independent through their secondary school career and has been designed through a careful investigation into KS2 papers and an in-depth knowledge of GCSE papers. Please follow me if you find this useful and keep a look out for future bundles of assessment papers.
Copyright acknowledgement to the author of this extract, who has circulated this first chapter as a free resource. Please do bu her book if you enjoy it.
GCSE Language style paper for the fight scene of Of Mice and Men. This assessment is designed for all abilities, though it also supports KS3 or lower ability students to understand how to answer the new GCSE style questions. It could also be used a support document or walk-through, with students answering the questions without a guide in their books. Threshold levels are included on the first page.
This unit asks students to exercise their Literacy skills and plan a festival. They are required to write a letter to apply for the job, write a report, design logos and band profiles, design posters and respond to a complaint. This is an engaging collection of resources that would be ideal for Summer 2 or in a situation where students benefit from working on a 'real' task.
This tracker lists all the skills that need to be taught in English Language throughout KS3 and KS4 on a handy tracker for either whole class or individual student use. The list of skills that need to be taught are linked to the GCSE spec, and has also designed to build on skills at KS2 (the writing grid incorporates the 'I Can' statements at KS2). Simply by covering the skills on this tracker, you can be sure that your students are receiving an adequate diet of English Language skills right from year 7 that builds upon their prior knowledge.
full text by slide with full glossary
questions for discussion ranging from low to high- ability on each slide
longer tasks based on Literature and Language skills
Word of the Day linked to the text and recall questions
Language Paper 2 on the representation of Father Christmas over the years.
I made this unit for a KS4 class who are familiar with the story, but have not yet looked at the text in any great detail. It is designed to prepare them for the GCSE Literature examination (AQA). They struggle with the vocabulary and so I have created a glossary for every single part of the text (which took absolutely ages!). The whole text is shown on these slides, enabling a teacher to use the slides as a standalone with groups, set the reading of it as for homework as a download, print off extracts from the Gutenberg copy of the text to annotate in class, or follow with their own copy. You could also use an audio version of the text to read it for you, as it is completely unabridged.
Each slide comes with questions for that particular section of the text, ranging from very easy (bronze), language and structure focused (amber) and social and historical focused (yellow). I have designed these questions to develop the skills required for their Literature GCSE and also the skills required for their Language GCSE (Recall, Language, Structure, Response to Statements). These questions could be used for class discussion or you could actually get students to write the answers to the questions on some slides as class work or complete for homework.
For each unit of the text, there is a task. You may want to interchange these with exam questions that have either been published by the exam boards or which have been produced by other TES authors. There are some excellent questions available for use on the TES resources pages. I have added some writing to describe and argue tasks, as well as a Paper2 Language Style paper on Santa Clause throughout the years.
I’m a big fan of Charlotte Bronte so this is one of my favourite Paper 2s; via her diary we learn about her hatred for teaching (we’ve all been there, Charlotte). It contrasts with a piece from The Guardian about a student teacher full of enthusiasm for teaching. I’ve included the Word and PDF document so you can tinker with it if you want to, and I’ve put the GCSE boundaries for 2017 and 2018 on the front so that students can see how far away they were from the next grade. Please have a look at my paid resources. The ‘Easy GCSE Mark Scheme’ works very well with this for quick and efficient marking.
This session explains what is required of students in the final section of AQA Literature Paper 2. It incorporates an activity advised at the AQA Hub Meeting, where students work in groups to produce a poster based on a poem displayed on the wall - however, only one student is allowed to visit the poem at a time. The student should then bring back key words, images, methods, etc., to add to the poster. The posters are then presented to the class, or if in a bigger group, to another group of students. This effectively conveys the message that all responses are appropriate and that everyone can access a poem in some way. This could be run in a Hall with multiple students, in a classroom or as small group intervention.
Th second part of the lesson covers the comparison question, making sure that students understand to only write about methods. It includes a writing frame and modelled examples using the AQA endorsed structure of ‘both, both, however’. This lesson could easily be repeated again and again with different poems.
I have used this resource to develop my own understanding of the mark scheme (even though I have been an examiner for over ten years), support my colleagues in understanding the mark scheme, and also to diagnose weaknesses within classes, enabling targeted intervention, differentiation within the classroom and targeted support. Once completed, it gives the teacher a full and clear understanding of what needs to be done to succeed in the exam.
Essentially, it is an audit of skills within a class, looking at either a whole mock paper, or full practice questions in books. Assess the work for each of elements for each question, writing the student initial in each box. This is a little clunky to begin with, but gets much easier after the first few pieces and is very valuable in both focusing your understanding of what is required for each question and knowing where students need attention. The statements have been taken from the mark scheme and also developed from the on-screen software used by examiners.
Your end result will clearly show where the average class strengths and weaknesses lie, which students need more help and in which areas and how you should direct your teachers. This would result in outstanding differentiation. I have completed a sample of three students (whereas usually it would be for a whole class), which shows that this very small group struggle with methods on Q4.
Whole cohorts could be analysed via cutting and pasting several sheets onto one, allowing HODs to oversee weaknesses across the department. These audits could also be used as a basis for conversations in progress meetings and as a monitoring tool.
Here is a lesson I created to explain the subjunctive form. The lesson requires students to make a poster at the end of the lesson, or you could have them creating a short drama using the subjunctive sentence starters displayed on the Powerpoint.
A sound understanding of the social and historical context of A Christmas Carol is essential to gaining higher grades at GCSE. The new specifications demand that students see the play as a 'construct' and thus need to understand the intended message of the text and the influences upon the author at the time. With this knowledge, students are then able to consider the authorial choices as they read the text. I would advise working through this presentation at the start of the unit and revisiting it after reading the entire text. The presentation can be spread over two lessons.
A lesson that identifies and explores foreshadowing, followed by an opportunity to read a class text and look for examples of foreshadowing. The final task is differentiated and links closely to the demands of the new GCSE spec, so would be useful for both KS3 and KS4. The lesson is concluded with a reflection activity.
This lesson is part of a 12 lesson bundle for sale on TES at https://www.tes.com/teaching-resource/class-reader-generic-lessons-x-12-bundle-set-1-analysing-the-author-s-craft-11347361
The current TES system won't allow thumbnails of the Powerpoints, but all of the lessons are of this standard.
This bundle includes eight fully differentiated lessons (with support and challenge worksheets) that covers DADWAVERS, similes, anaphora, onomatopoeia, plosives and sibilance. A lengthy Powerpoint (suitable for starters or discreet lessons/intervention) is also included. A great pack for teaching some new terminology and encouraging students to incorporate a variety of devices into their writing. Save over 75% on the cost of buying these separately.
A sound understanding of social and historical context is essential for a Grade 4 and above in the current English Literature specifications. It is imperative that students learn the intended message of the playwright or author of the text and the influences upon them at the time of writing. Being able to explain these features in relation to the text will place students within the higher bands of the GCSE mark scheme.
This lesson directs children to consider the influences upon J B Priestley and the messages he intends to convey to his audience in An Inspector Calls. It can be taught at any point of the unit and is ideally repeated after reading the novel, as students will be able to link the images more readily to events and quotes in the play. The Powerpoint of statements are conclusions that the students will be coming to at the end of the lesson and can be displayed as starters in later lessons, asking students to brainstorm quotes and events which support the given point. The Powerpoint of images can also be used in a similar way, or as a display where students add quotes as they read the play.
1. Arrange the tables in the classroom as six workstations (six groups of tables). Print out the resources and place each set on a different table with the relevant heading. You might want to add a laptop that is set up to one of the websites on the links provided.
2. Arrange students in six groups of four or five and give each student an overview sheet. Point out that if they have not yet read the play they will not be able to fill in the quotes and events thought bubble, but can add to this later.
3. Allow students 5-6 minutes per workstation with the aim of completing the overview sheet.
4. At the end, ask each table to feedback about the subject covered at the table they are seated at.
5. Ask each student to write a message that Priestley was trying to convey on a Post-It and stick onto the wall. This will form the 'Student Comments' for later use.
With the ever-increasing need for personalised learning, the scheme of work that is written by the Head of Department and shared across the department in a dying breed. Instead, teachers must plan their own medium-term and short-term plans to meet the needs of the students in their classes, which, considering extensive national changes over the past year or so, can be a daunting task for teachers of all levels of experience.
This medium-term tracking grid supports teachers in their planning by:
•listing all the Assessment Objectives for Language and Literature on the first page to prompt coverage and also to provide a list for teachers to cut and paste from.
•beginning the planning with the completion of a progression matrix, effectively highlighting areas of under-performance and opportunities for support and challenge
•Space for bullet point ideas of each week’s lessons, with a corresponding column for assessment objectives covered
•Space for teachers to identify milestone or assessment tasks.
The planning grid also works well when combined with the tracking grids for reading and writing, allowing teachers to assess students’ abilities against each assessment objective or skill and plan accordingly.
A series of lessons covering all the reading questions on both AQA Language papers, with writing frames, good examples and texts. I have explained what we are looking for as examiners and what we award marks for. I used this as an intervention unit, but could also be used as revision or for Years 7-10 when preparing for a GCSE style reading test.