These are all paired AQA Language section B tasks, one for paper one and one for paper two. I’ve been using two per week throughout this academic year! Recently, our school has altered its behaviour policy and is running after school detentions. I’ve created these as purposeful writing tasks for our students to complete during these detentions. The aim is to develop students’ planning and writing abilities whilst getting them to consider the nature of their behaviour and the value of education. This means that all of these are about character development and SMSC in addition to exam preparation. There is a simple layout, inspired by ‘The Learning Scientists’ though I’m not sure that Oliver Caviglioli would approve of the boxes used in the design! Planning space is provided and, I would advise, should be used to ensure that students develop a structure prior to actually writing. I would print this on A3 paper for it to be most useful. Do get in touch with any feedback! I may well add more as time goes on… If you like these, check out my other resources, follow me on instagram/twitter or pop over to my blog: https://idealisticteacher.edublogs.org/author/idealisticteacher/

Here, every poem from the power and conflict cluster is titled and summarised. Additionally, significant phrases from each poem are selected. These should be a handy revision aid for students or as posters to put up outside classrooms. They could also be cut up, becoming useful revision cards. These have become a real bible for my classes as we write essays based on the poems and a handy reminder for my less able students who struggle to remember what each poem is about… Do check out my other resources!

Here you’ll find three different worksheets: one running through the first text on slavery; the second running through a second text on ancient Egyptian slavery; and a worksheet running through the different questions, one to four. Both of these texts are 19th century to provide increased stretch. The aim here is that the worksheets provide a structure for a series of lessons, giving students time to learn how to approach a non-fiction text before then answering exam style questions. The texts could be used separately or could build up to writing full exam answers. Questions one and three could be done when studying the separate texts. Take at look at my other resources and blog! http://idealisticteacher.edublogs.org