This resource has been created for the City and Guilds specification for Functional Skills English: Entry 3. The skills assessed in this resource includes: Identify, understand and extract the main points and ideas in and from texts Identify different purposes of straightforward texts Use effective strategies to find the meaning of words (e.g. dictionary, working out meaning from context; using knowledge of different word types) Understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs and links). This lesson has been constructed for learners at the lower end of Entry 3 and provides some Level 1 questions. This resource has been tailored with a stronger focus on Functional Skills English: Entry Level 3. This resource has been created for a one hour lesson with Entry 3 learners.

This resource has been created to build confidence in learners’ abilities to identify structural devices and respond to Paper 1: Q3 in AQA GCSE English Language exam. This lesson focuses on responding to Q3 using PEE paragraphs and reflecting on their answer using the mark scheme provided.

This lesson has been created using the 8700 AQA GCSE English Language specification. This resource uses John Grisham’s Skipping Christmas and encourages class discussion around Christmas as a holiday. The lesson includes: Source extract with highlighted language techniques Powerpoint to use for your lessons that will last 1 hour 30 minutes videos of Christmas with the Kranks to highlight the characters within the extract. Borderline sample responses in relation to the extract. This resource can also be used to compare Charles Dickens’ A Christmas Carol. This resource can be adapted for learners needs, however the material is currently aimed for low level learners with a target grade of a 4.

This resource has been created for low level learners with a target grade of 2-4. The lesson has been created to follow the 8700 AQA GCSE English Language specifications. This lesson will last for 1 hour 30 minutes. Within this resource learner will: Recall simple word classes such as adjectives and adverbs. Learn the difference between descriptive and narrative writing. Be able to use the grid method when creating a piece of descriptive writing. Sentence starters have been included to stretch and challenge some learners. Resource also includes videos about creative writing. This resource has been created using AO5 and AO6 from the 8700 AQA GCSE English Language criteria.

This resource has been created for the 8700 AQA GCSE English Language Paper 2. This resource has been created to help low level learners with structuring an article. This resource is therefore ideal for learners with a target grade of 4-5. At the beginning of the resource there is a recap session that looks at the use and the effect of several punctuation marks. At the end of the resource, learners are given an editing task to improve their writing further. This resource can be adapted to a variety of learning differences and can be adapted if needed. This resource should is expected to last 1 hour 30 minutes.

This resource comes complete with practice questions 1 and 2 for the AQA GCSE English Language Paper 1. The resource contains the following: Lesson (powerpoint) Source Text Answers for questions 1 and 2 The duration of this lesson is for 1 hour and can be stretched to 1 hour 30 minutes if needed. This resource focuses on how language influences the reader, using several language features, as well as developing a greater understanding of a PEE paragraph structure.

AQA GCSE English Language Paper 1: Question 3: Reacher focuses around strucutral devices in Lee Child’s Killing Floor. This resource provides a lesson on Lee Child’s Killing Floor that will last 1 hour to 1 hour 30 minutes (depending on activities used) and has notes provided for each task. The source text is provided and the powerpoint has the answers displayed on the slides. This resource is a revision piece for structural devices. This resource is mainly for the use of Paper 1: Question 3.

This resource can be used as a standalone lesson or as an additional writing lesson from your own lessons. The lesson prepared will last 1 hour 30 minutes and focuses on AO5: Content and Organisation and AO6: Technical Accuracy of the AQA GCSE English Language Paper 1: Section B. This resource can also be tailored to Paper 2: Section B. This resource looks at the difference between proofreading and editing and compares the benefits of both revisions of writing in relation to the exam style question. This resource can easily be adapted to suit your learners needs and abilities.

This resource provides 4 different texts that have been created for Functional Skills English Level 1. This resource may also be used to stretch learners on Entry 3 Functional Skills English. This resource fully supports the City and Guilds awarding body, including both the Reforms and the Legacy papers. This resource is mainly used to discuss the main purposes of a text/text types/organisational features/information retrieval.

This resource has been created following the AQA 8700 GCSE English Language Paper 2 criteria. The lesson focuses on both AO2 and AO3. The lesson focuses around food trends from the 20th and 21st Century. The aim for this lesson is to increase a learner’s confidence in identifying language features in a non-fiction text. By the end of the resource, learners should be able to identify and comment on how language features achieve effects and influence readers. This resource was created for low level to mid level learners, with a target grade between 4-6. The resource can be tailored for a higher level and can also provide a good subject for article writing as a revision activity.

This resource has been created for the 8700 AQA GCSE English Language qualification, with a focus on Paper 1. The Assessment Objectives used within this resource include: AO1, AO2 and AO4. This resource includes: Rebecca extract by Daphne Du Maurier Exam style questions suited to the AQA awarding body In-depth focus on Language Features and Structural Devices Essay writing skills in response to Q2, Q3 and Q4. . . Starter activity includes awordle task, used to help learners recap Strucutral Devices that could be useful to the unseen text. This resource can be used as a lesson and can take 1 hour 30 mins to 3 hours to complete, depending on the depth you wish to use the resource. This resource can be used as a complete lesson or can be tailored as a revision tool. This resource is tailored forlow level learners who wish to achieve a grade 4-5 in GCSE English Language. The resource itself can also be upscaled for a higher level if needed.

This resource covers questions 1-4 of the AQA GCSE English Language Paper 1 exam. This resource focuses on AO1, AO2, AO4 and improving a learner’s understanding of an unseen text. This resource is a complete lesson that includes the source text and an answer sheet for questions 1-4. This resource can be used for two lessons but can be adapted to fit the needs of your learners. This resource was primarily used in relation to question 2 due to the style of Gillian Flynn.

This lesson focuses on AQA GCSE English Language Paper 1: Section B. This lesson breaks down the narrative writing task to allow learners to focus on their use of language features, structural devices and tone. The question in the powerpoint asks learners to write the opening to a story, suggested by this picture. This lesson explains how to write engaging prose and how to keep the reader engaged through the use of structural devices and narrative hooks. This resource is ideal for any teacher wanting to provide their learners with a deeper understanding of plot and narrative perspective, in relation to AQA GCSE English Language Paper 1: Section B.

A student checklist that allows learner to see their own progression in AQA GCSE English Language. The checklist consists of the assessment outcomes for AQA GCSE English Language and can be used to keep learners on track for their target grade. The checklists can also be used to show teachers what areas students are finding challenging. Recommendation: Provide learners with three colours and complete a traffic light system to represent their confidence. Ideally, this should be completed at the end of each term. Feel free to add your school/college’s logo to the document to fit within your own educational setting.

This resource has been created using teacher input and AI to create new reading material and a low-stakes quiz for AQA GCSE English Language Paper 1. This resource includes: New reading material with an adventure focus Low-stakes quiz to assess how to identify language features, structural devices and exam style questions for Paper 1: Question 2 and 3. Answers to the low-stakes quiz. This resource was created to assess a learners understanding of language features from a midpoint perspective. As this resource was created through AI and teacher input, no learners have read this text and provides a truly authentic unseen text experience. This resource can be separated into a lesson if preferred as text, questions and answers are included. However the main purpose of this resource was to assess learner progression. Ideal for low level learners and learners with a target grade between 3-5.

This resource provides your learners with a clear understanding of writers’ persepctives and writers methods in relation to Question 4 in Paper 2. This document can be printed double sided and laminated so that your students can use this to help them with their classwork. One side of the document looks at writers’ persepctives, methods and connectives to help them construct their own answers to question 4. On the other side, the document provides structure for answering question 4. For example, how many paragraphs and what to include in them. Please note that VEME stands for: Viewpoint, Evidence, Method, Explain. This document works well both as a literacy mat and a writing prompt for Paper 2: Question 4.

Both articles focus on mental and physical health. These texts have been created for the compare and contrast questions in City and Guilds Functional Skills English, Levels 1-2. These texts can be used separately for level 1 or together for level 2. These articles help learners identify language features, purpose of a text and audience. Please note that the physical health article focuses on a wheelchair users health and helps interesting topics to unfold with British Values.

Two source texts that focus around a Royal wedding (Prince Harry and Meghan Markle and Queen Victoria). Provided are also Exam Style Questions for Section A: Q1-Q4. There are also two questions for Q3, to allow you the choice of looking at 19th or 21th Century non-fiction. This resource was created to use in relation to the Platinum Jubilee. British Values can also be included within this text and can be used to demonstrate article writing. This resource was created for the AQA GCSE English Language 8700 Exam.

This lesson has been created for AQA 8700 GCSE English Language: Paper 2. The main focus of this lesson is around the effects of language features and how to apply this using PEE paragraphs. Elements of the lesson can be adapted into classroom activities either completed in groups or as a whole class. This lesson has been created for learners with a target grade between a grade 2-4 . This lesson looks at the Jay Rayner practice paper in relation to education. This lesson was originally created for a 90 minute lesson.

A student checklist that allows learner to see their own progression in Functional Skills English Level 1 for City & Guilds. The checklist consists of the assessment outcomes for Functional Skills English Level 1 and can be used to keep learners on track for their target grade. The checklists can also be used to show teachers what areas students are finding challenging. Recommendation: Provide learners with three colours and complete a traffic light system to represent their confidence. Ideally, this should be completed at the end of each term. Feel free to add your school/college’s logo to the document to fit within your own educational setting.