This pack includes higher level example responses for each and every question on the specimen paper which AQA created on Glass, Bricks and Dust by Claire Dean.
Students could sit the paper, which is available from AQA, and then these responses could be given as "WAGOLL" examples. The answers are packed with subject terminology and are deeply analytical.
The Q5 response is a complete short story responding to the photographic stimulus.
This resource includes top-level model answers for Paper 2 Writers’ Viewpoints and Perspectives.
The model answers are for the AQA November 2017 paper. This exam explored Schools and Education and included the sources: The Other Side of the Dale by Gervase Phinn and The Ragged School.
This resource consists of:
Whole class feedback explaining how my able students could improve their own responses to the paper which they sat as a mock.
Model answers for each question which illustrate the depth and detail needed to excel in the exam.
LO: To consider how to construct a sophisticated and insightful exam response and explore the theme of ambition in Macbeth.
An example essay written in view of the new AQA GCSE spec.
This pack includes an essay responding to the task below and a varieties of activities to encourage students to explore the essay and consider how it is constructed.
Starting with this extract, explain how Shakespeare presents the theme of ambition in the play.
• how Shakespeare presents ambition in this extract
• how Shakespeare presents ambition in the play as a whole.
LO: To consider how to write a strong comparative essay and explore how to compare Owen’s Exposure with other poems from the cluster.
Compare the ways poets present the reality of war in Exposure and in one other poem from ‘Power and Conflict.’
This resource encourages students to reflect on how to construct a strong comparative essay. It includes a deeply analytical and sophisticated example essay which compares Owen's Exposure with Hughes' Bayonet Charge.
The pack also includes an activity which urges the students to identify examples of the following in the essay:
Analysis of language
Analysis of structure or form
Understanding of context
Exploring the reader’s reaction
Examining layers of meaning / offering different interpretations of a line or image
This lesson encourages students to analyse the opening of The Road by Cormac McCarthy.
Students watch a clip from Alan Partridge's Open Book and then discuss how Alan and the audience member could analyse Literature in more depth and with greater insight. Different groups are then presented with a range of tasks relating to questions 2, 3 and 4. The work packs include tasks targeted to tackle the demands of each question and model answers. The students are then challenged to produce their own TV show - The Analysis Palace! Each group produces a segment of the show exploring different aspects of The Road.
How are attitudes towards power presented in Ozymandias and one other poem?
This example essay compares Shelley's Ozymandias with Agard's Checking Out Me History and analyses language form and structure.
The resource also includes an activity in which students colour code key components of the essay to build understanding of how to construct their own.
Compare the ways poets present the abuse of power in 'My Last Duchess' and one other poem from the Power and Conflict cluster.
- An example essay comparing My Last Duchess and Ozymandias.
- The essay is a strong example for higher ability students.
- Students grade the essay using the Literature mark scheme and then explain WWW and EBI.
Paper 1 Explorations in creative reading. The Water Babies extract. Q1 and 2.
Learning Objective: to analyse how writers use language to achieve effects and influence readers.
Exploring an extract from Charles Kingsley's classic text, The Water Babies.
Sets of questions relating to key aspects of the poem: War Photographer. Groups create presentations exploring language / form / structure / context / links to other poems in the Power and Conflict cluster and then present their ideas and interpretations to the rest of the class.
Differentiation colour code:
Blue = tricky
Red = trickier
Green = trickiest!
Paper 1 Explorations in creative reading. Q4.
Q4: Focus this part of your answer on the latter part of the text from the paragraph beginning ‘He was a body, still, and not a skeleton’ to the end.
A Professor said of this text: “I like how the writer helps my students to feel really involved in this episode. It is as if they are there with Iorek and Scoresby’s body.” To what extent do you agree?
In your response you could:
• write about your own impressions of the characters and setting
• evaluate how the writer has created these impressions
• support your opinions with quotations from the text
A powerpoint lesson plan, extract and grid for tackling Q4.
A wide variety of deep revision tasks for Priestley's An Inspector Calls. I have created these for a middle ability GCSE set who are preparing for the 1-9 AQA Literature paper.
The packs contain key extracts from each Act in the play and a range of activities including:
- Identifying key quotations from the critical extracts
- Identifying key stage directions
- Considering the audience's reactions
- Analysing language and theatrical devices
- Completing PETE paragraphs
- Developing understanding of how characters are contrasted