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Resources for GCSE English Language 9-1. I also publish resources for the BTEC Level 2 in IT course.

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Resources for GCSE English Language 9-1. I also publish resources for the BTEC Level 2 in IT course.
GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercise
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GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercise

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This is an editable resource but a PDF is included too. Ever tried to teach descriptive writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a descriptive writing task (Paper 1 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good descriptive pieces. This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a description of a picture. If you want to use exercise books, there is an ‘instruction only’ set here too. Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are: Para 1 Start with a one word sentence, stating the time of day – or year. Then use a simple sentence to describe the sea. Para 2 Describe the setting. As a minimum, your paragraph should include… • a simile about the place e.g. the sun was like… The air was as… • Describe the sky – what can be seen? Use colours! • Write a compound sentence about the sun and/or sea. • Start the last sentence with “In the distance…” Add anything else you want about the setting ONLY. …and so on! The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 7 paragraphs of varying language with structural features and language devices used throughout. This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
30 Christmas GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions + Pics
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30 Christmas GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions + Pics

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This pack of CHRISTMAS picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess! The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of Christmassy mages in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. There are also a few naughty suggestions… Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. Plus if it’s easier for you - PDFs are also included of both files. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
6 Flashback Writing Exercises for GCSE English Language 9-1
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6 Flashback Writing Exercises for GCSE English Language 9-1

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Flashbacks can be overlooked when teaching creative writing. Often the emphasis is on openings and closings, building a chronological narrative. Yet for GCSE English flashbacks are an important structural device which students should be able to use in their creative and descriptive writing. These can be used as starters, fillers or a whole lesson. This set of 6 flashback exercises gives students the first part of a story leading up to the point where a flashback could take place. It is then a case of ‘over to them’ where they use their imagination to create a flashback suitable for the particular scenario they have been presented with. You could almost call this a ‘semi-scaffolded’ lesson but a flashback is essentially a story within a story. These exercises could be used as short activities or as part of a whole lesson where each student attempts a few of the flashbacks (the lesson plan reflects the latter). Although the stimulus provided by the short starts may be enough for most students it could be an idea to open a short discussion about what could happen in the flashback. Here’s an example of one of the exercises - the students read them and then create their flashback: Hot, sticky, crowded; the subway in summertime is never pleasant. It’s made bearable by the fact everyone minds their own business. I long ago fell in to line, stopped making small-talk, smiling little greetings at strangers, helping people with large cases. Best to mind my own business. Read my news, message a few friends, scan through my email. The trill little slither of music tells me another one has come in. I read the name of the sender and my eyebrows swing upwards in some surprise, a smile starts to from on my face. Can it be, after such a long time? I read the email breathlessly, the carriage is now a vacuum – no air is needed with the sudden burst of adrenaline I am experiencing. I reach the end of an email. It’s short – a hello, a question, an invitation. My mind tumbles back through the years. I have included 2 formats for the exercises. The first is where the students write their response next to the picture. The second is where they have a larger example of the picture and they create their response in their exercise books. There is a ‘cheat sheet’ included to let students know what a flashback is! These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
20 GCSE English Language 9-1 Scaffolded Descriptive Writing Opening Exercises
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20 GCSE English Language 9-1 Scaffolded Descriptive Writing Opening Exercises

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Ever tried to teach descriptive writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a descriptive writing task (Paper 1 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good descriptive pieces. This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 10-15 minute section of any class and it focuses on an opening paragraph for a description of a picture. Students can build their confidence here before then progressing to longer pieces. It could also be used as a ‘snap’ revision session, a cover class (where more than one is attempted) or as a prompt for a longer response which the students must do once they finish their first paragraph. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. There is a selection of 20 pictures so you can choose which to give to specific students you think may engage with the picture. I have called them ‘picture challenges’ to try and encourage a little competition. Perhaps there could be something as a prize for the one judged the best by peers? The pictures are all used under a Creative Commons license which means that while the link to the original is included to credit the photographer(s) they are free to use and modify. There are a number of prompts on each handout. Here is an example. WRITE A DESCRIPTION SUGGESTED BY THIS PICTURE. Your description should be five to seven sentences in length. Start with a one-word sentence about time (e.g. season, time of day), location, event or emotion. Try to use the following words somewhere in your description: pungent, vengeful, applause (these change on each picture). You must use two or three linguistic devices of your choice. Remember to use Standard English! There is also a ‘five senses’ prompt on each of the pictures, to encourage students to use one or more of these in their writing. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
20 GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions with Pictures
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20 GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions with Pictures

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This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess! The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
GCSE English Language - Scaffolded Descriptive Writing Bundle
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GCSE English Language - Scaffolded Descriptive Writing Bundle

4 Resources
This bundle incorporates all the scaffolded writing resources I have uploaded to TES. Together they create a continuous resource from the introduction of “bite size” openers to whole text creation. The aim, ultimately is to “self-scaffold” and that is what the last resource does. Once at that point students should be able to scaffold quickly with no assistance. Contents: 20 English scaffold openers (short, bite-size, lots of 'em!) Whole text excercise using scaffolding 2 whole text scaffolded exercises using the same picture to create different tone 3 self-scaffolded exercises where students create their own scaffold. This is enough to keep your students busy for quite a while. It is also an alternative approach to descriptive writing which may enliven teaching and learning. The aim, ultimately, is to significantly increase the marks awarded for Paper 1 Question 5 (descriptive writing) of GCSE English Language (AQA but these are editable and easily adaptable for any board). You can read about the process here: http://www.kuriositas.com/2018/10/on-scaffolded-descriptive-writing-for.html These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
GCSE English Language 9-1: Structural Features Game (with Lesson Plan)
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GCSE English Language 9-1: Structural Features Game (with Lesson Plan)

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This was created for learners doing GCSE English Language - the new Grade 9-1 Course. It can be used as a revision but more particularly as an introduction to structural features. Paper 1 Question 3 is the structure questions where learners must comment on structure (see example question below from the June 2018 examination). A student response can easily become muddled if they are not confident with the terminology used to do that. The game is designed to be naturally differentiated - the quality of the responses will depend on the ability of the students but all can participate. Learners are given individual structural features to investigate and must report back on it to the class, including an easy-to-understand definition and hopefully examples of where it is used in one of a variety of forms. If there are no opportunities to use internet enabled devices in class, this could be easily changed to be a homework activity. It is also perfect for a cover class! The game is an editable PowerPoint so you can also adapt it if you wish. Please do not redistribute afterwards in any format. Also included is a full lesson plan for this session - again it is editable if you wish to make changes (inevitable as your learner needs may be subtly or very different to those of my own). Assessment Objective: AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views The resource also works towards paper 1 question 5 (AQA board at least!) when learners must incorporate structural features in to their own creative writing, either descriptive or narrative.
GCSE English: 10 Vocabulary Learning Homework Tasks & Tests (Low Stakes, No marking!)
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GCSE English: 10 Vocabulary Learning Homework Tasks & Tests (Low Stakes, No marking!)

2 Resources
I don’t know about you but a lot of my students don’t read – much, at all, ever (unless in the classroom and that sometimes takes some coercion!). That means that the development of their vocabulary is essentially restricted to what they hear rather than what they read. This is a worry, considering that both of the written texts that they have to produce in the GCSE English exams are marked on the use of sophisticated vocabulary (amongst many other things). However, my students do respond to a little gentle competition. I wanted to create a resource that would give them something to do for homework (the dreaded word!) but which wouldn’t take a huge amount of time. Not only that, I didn’t want to give the words VOCABULARY or SPELLING too much prominence either – the students would run for the hills (metaphorically at least). Finally I did not want to increase my workload (in terms of marking) in any way, shape or form. So I came up with WORD GYM. The idea is that each week ten words will be given out to students. This is called the warm up – where they have to go away and discover for themselves the definition and word class of the week’s chosen words (all KS4) plus write a sentence for each word. The follow up is the work out – the ten minute (or so) test in class where they are presented with a variety of questions. This resource consists of: 10 warm ups (this is the homework) containing ten words each 10** work outs** (this is the test for the classroom). The questions and answers for the 10 work outs. Rinse and repeat. However, work outs 2-10 have 15 questions, 10 from that week’s warmup and 5 about any of the words on previous work outs. The short tests work very well and it is hoped that you will start to see some of the words being used in other texts your students create. These resources are all editable so if you don’t want to use a word or two you can adapt them to suit yourself. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
2 GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercises
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2 GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercises

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This is an editable resource but a PDF is included. A great way to encourage students to write good descriptive pieces. Contents 2 decriptive scaffolded writing tasks with space for student responses The same 2 tasks without lines (if this is being done in an exercise book) WAGOLL - What a good one looks like for both tasks Lesson Plan Cheat sheets at the back of instructions to help students with them. A great way to encourage students to write good descriptive pieces. This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 2 60 minute section of a class and it focuses on a FULL RESPONSE for a description of a picture. one set prompts students to write a happy piece and the second prompts them to write a sad one (SAME PICTURE). there is one lesson plan but you could easily diverge. A teacher might give half the class the happy task and the other half the sad task. I hope that these tasks will also promote discussion about how time, place, colours and smells can impact on a piece of writing, give it a certain mood. Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are: Para 1 Start with a one word sentence, stating the time of year – spring. Then use a simple sentence to describe the woman positively. Para 2 Shift and describe the setting (don’t worry that you can’t see it!). As a minimum, your paragraph should include… • a simile about the busy people walking happily by. • Describe the sky – what can be seen? Use bright colours! • Smells – is there a baker’s shop? A coffee shop? • Write a compound sentence about the passing traffic and the sound it makes. • Start the last sentence with “Around the old woman, life…” Add anything else you want about the setting ONLY. …and so on! The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. They should end up with a piece containing a minimum of 7 paragraphs of varying language with structural features and language devices used throughout. This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing. These exercises cover the following Assessment Objectives: AO5: AO6:
GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise (about Homework)
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GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise (about Homework)

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This is an editable resource (if you feel the need to tweak!) but a PDF is included too. Ever tried to teach speech writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a speech writing task (Paper 2 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good speeches. This set of prompts is designed to introduce students to speech writing in a number of ways. It resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a speech about whether or not students should be made to do homework. If you want to use exercise books, there is an ‘instruction only’ set here too. Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are: Para 1 Write a one word sentence using an exclamation mark. Then, ask a rhetorical question. Para 2 Overview Give a brief overview of the points you will make in your speech (use the ones you jotted down on the first page). Use a list to do this. Don’t make this too long! Para 3 Make your statement. This is your message – your side of the argument. Tell your audience what your message is. • Start with: “Personally, I believe…” or similar. • Use a compound sentence • Finish your last sentence with an ellipsis. …and so on! The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 9 paragraphs of varying language with structural features and language devices used throughout. This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
As Told By Teachers - An Anthology of Short Stories for GCSE English Language
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As Told By Teachers - An Anthology of Short Stories for GCSE English Language

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Paper 1 Question 5 can be a challenge, particularly as it is 25% of the entire GCSE. As such it is vital that students do well on this question. Reading short stories from across the years does help in teaching creative writing but these were not written with assessment objectives and skills descriptors in mind. 43 teachers came together to produce this anthology of stories written with this exam in mind. The aim of this project was to help stretch and challenge learners by showing them what a good one looks like. It is hoped that by providing a set of exemplars specifically written for this qualification that learners will gain an insight in to the form of a great GCSE short story and how that may differ from their original expectations. This anthology provides students with a stimulus to improve their own responses, particularly in the context of the terminal examination. Your feedback is greatly appreciated! KAHOOT QUIZZES FOR THE ANTHOLOGY AVAILABLE HERE: https://www.tes.com/teaching-resource/2-kahoot-quizzes-for-as-told-by-teachers-11978295
30 GCSE English Paper 1 Q5 Descriptive & Narrative Writing Questions with First World War Pictures
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30 GCSE English Paper 1 Q5 Descriptive & Narrative Writing Questions with First World War Pictures

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This pack of picture questions is designed for AQA GCSE English Language 9-1, but focusing on images from the First World War. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess. It also gives them an opportunity to discuss and write about those who fought and died in the Great War. The resource is fairly diverse featuring, as well as UK troops, British women in the role of carpenters, ambulance drivers and mechanics. It also features soldiers from the West Indies and India. There is also a WAGOLL (what a good one looks like) - which has been ‘marked’ by four English teachers and placed in Band 4. So, if you use it in class please tell your students that this is not the expectation for most learners but a very high level response! There is a Kahoot you can play about this story here: https://play.kahoot.it/#/k/f21e67ee-8e7a-43a4-ad9c-83ffa9d2415e The pack is editable although I have included PDFs if you don’t need to… The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. All pictures are over 100 years old and so out of copyright restrictions. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
GCSE English Grade 9-1 Paper 1 Resources
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GCSE English Grade 9-1 Paper 1 Resources

3 Resources
This bundle consists of 3 separate resources Paper 1 Question 5 Descriptive & Narrative Writing Questions This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess! The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Structural Features Game This was created for learners doing GCSE English Language - the new Grade 9-1 Course. It can be used as a revision but more particularly as an introduction to structural features. Paper 1 Question 3 is the structure questions where learners must comment on structure (see example question below from the June 2018 examination). A student response can easily become muddled if they are not confident with the terminology used to do that. The game is designed to be naturally differentiated - the quality of the responses will depend on the ability of the students but all can participate. Learners are given individual structural features to investigate and must report back on it to the class, including an easy-to-understand definition and hopefully examples of where it is used in one of a variety of forms. If there are no opportunities to use internet enabled devices in class, this could be easily changed to be a homework activity. It is also perfect for a cover class! Scaffolded Descriptive Writing This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 10-15 minute section of any class and it focuses on an opening paragraph for a description of a picture. Students can build their confidence here before then progressing to longer pieces. It could also be used as a ‘snap’ revision session, a cover class (where more than one is attempted) or as a prompt for a longer response which the students must do once they finish their first paragraph. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things.
GCSE English: Write Four Things, List Four Things – Making  Paper 1 Question 1 in to a Competion
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GCSE English: Write Four Things, List Four Things – Making Paper 1 Question 1 in to a Competion

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I wanted to focus on P1Q1 in a lesson but didn’t want to exhaust my limited amount of past papers - so I came up with this - get the students to write the paragraph themselves. This lesson can be quite a lot of fun! As well as covering Assessment Objective 1 (AO1) – “identify and interpret explicit and implicit information and ideas” – it also covers some ground in terms of AO5 and AO6. These are where writing skills come to the fore – candidatess must communicate clearly, adapt to a certain tone and style and organise their ideas (not to mention sentence structures, spelling and punctuation…). You can find an extensive guide on how I used it here: http://www.kuriositas.com/2018/12/write-four-things-list-four-things.html The files are included in PowerPoin format and PDFs to suit your needs. I have also included a PP and PDF of the pictures on their own if you wish to display them. All pictures were ethically sourced under a Creative Commons license - so please keep the URL on the slides as the originators should be credited.
GCSE English Language 9-1 Paper 1 "Past Paper" (with extensive MARK SCHEME)
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GCSE English Language 9-1 Paper 1 "Past Paper" (with extensive MARK SCHEME)

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I created this “past paper” for my students who are doing the AQA board. The extract is from “Sons and Lovers” (1913) by DH Lawrence and is taken from Chapter 1. It focuses on Mrs Morel, unhappy with her situation in life, who reflects on her life and wonders, frankly, where it all went wrong! It works very well for this exam and is - as one might expect from Lawrence - beautifully and concisely written. Most ‘past papers’ written by teachers omit a mark scheme. However, I have also created an extensive mark scheme for this paper, which mirrors those released by AQA in its format. So, for each question I have written a response - the indicative content - for each level (1-4). As an extra, I have also included some of the other things that students may pick up on for each question (something that AQA does but in a ‘blink and you miss it’ kind of way. I would hesitate before saying these are exhaustive (who knows what our students’ minds may conjure!). However, I hope the responses and the additional suggestions will help you as teachers. I have uploaded the PDFs but also the original Word documents if you wish to tweak them in any way (hopefully no need!) Questions 1 List four things that are happening from this part of the source. 2 How does the writer use language here to describe Mrs Morel’s situation in life? 3 How has the writer structured the text to interest you as a reader? 4 A student, having read this section of the text said: “The writer shows us just how much Mrs Morel feels that her life is out of her control. She feels like she has been cheated, somehow.” To what extent do you agree? 5 Write a description suggested by this picture. or Write a story entitled “The disappointment”. The paper covers: AO1 -Identify and interpret explicit and implicit information and ideas AO2, Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views A04 - Evaluate texts critically and support this with appropriate textual references AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. There is no scheme for marking the creative writing - responses are too varied to make an exemplar either possible or warranted. Please refer to AQAs mark schemes for how to arrive at a mark for Section 2.
3 GCSE English Language 9-1 Self-Scaffolded Descriptive Writing - Whole Text Exercises
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3 GCSE English Language 9-1 Self-Scaffolded Descriptive Writing - Whole Text Exercises

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The idea behind this resource is that students are already aware of scaffolded writing and are now ready to have a go at scaffolding their own. This is why this resource has self-scaffolded in the title! This links to these other resources. 20 scaffolded opening exercises Scaffolded descriptive writing – whole text exercise 2 GCSE English Language 9-1 Scaffolded Descriptive Writing - Whole Text Exercises As such you can buy them all in a bundle (saving £7.50) here. You can also read about the process of scaffolding I did last year here: On Scaffolded Descrptive Writing for GCSE English Language 9-1 This resource consists of: 3 editable word documents – each containing a separate self-scaffolded descriptive writing task. There are a few hints on each paragraph the students will write but you can take these off if you think it is still too much of a spoon-feed! A Lesson plan A Powerpoint of the pictures in case you want to project them on to a smartboard A WAGOLL (what a good one looks like) for the third exercise (based around the First World War). It is hoped that after this point the students will be able to plan a very successful piece of descriptive writing without any prompts at all. The three exercises all follow a similar plan so by the time they have done all three, they should be ready! These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
2 GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercises
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2 GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercises

2 Resources
This are editable resources (if you feel the need to tweak!) but PDF are included too. They are a bundle of my two resources around scaffolded speech writing. There is repetition in the tasks, which I hope means that students will remember what goes in to a good speech! Ever tried to teach speech writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a speech writing task (Paper 2 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good speeches. This set of prompts is designed to introduce students to speech writing in a number of ways. It resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a speech about whether or not students should be made to do homework. If you want to use exercise books, there are ‘instruction only’ sets here too.
20 GCSE English Language Paper 1 Q5 Style Narrative Writing Questions with Pictures
taliesyn30

20 GCSE English Language Paper 1 Q5 Style Narrative Writing Questions with Pictures

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This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. This pack of questions covers narrative responses. There are 20 options (which look great laminated!) and each picture has at least two story suggestions on it. The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to use them without the question stimulus. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. There is a tie in with the (FREE) As Told By Teachers anthology here, in as much as some of the story suggestions have the same title as some in the anthology. As such, you can use the ones in the anthology as exemplars, if you should so wish. They are: Lost (slide 2) Story on a winter’s evening (slide 7) Breakfast had been well and truly interrupted (slide 8) The girl who came back (slide 16) All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.
GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise ("Fast Food")
taliesyn30

GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise ("Fast Food")

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This is an editable resource (if you feel the need to tweak!) but a PDF is included too. Ever tried to teach speech writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a speech writing task (Paper 2 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good speeches. This set of prompts is designed to introduce students to speech writing in a number of ways. It resource is designed as a 60 minute section of any class and it focuses on a FULL RESPONSE for a speech about whether or not students should be made to do homework. If you want to use exercise books, there is an ‘instruction only’ set here too. Each paragraph the students must write is accompanied by a number of prompts to the left. The prompts indicate what they should write. So, the first (major) prompts, for example, are: Para 1 Describe fast food using the Rule of Three Then, make a short statement stating your opinion. Para 2 Overview Give a brief overview of the points you will make in your speech (use the ones you jotted down on the first page). Use a list to do this. Don’t make this too long! Para 3 Make your statement. This is your message – your side of the argument. Tell your audience what your message is. • Start with: “Personally, I believe…” or similar. • Use a compound sentence • Finish your last sentence with an ellipsis. …and so on! The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 9 paragraphs of varying language with structural features and language devices used throughout. This lesson could also be used as a ‘snap’ revision session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.