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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.
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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If you need short tasks to use with or email out to students, look no further! 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.
10 “Do Now” worksheets for GCSE English Language (1-10)
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10 “Do Now” worksheets for GCSE English Language (1-10)

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This is a beautifully presented set of 10 “Do Now” activities for GCSE English. Sometimes it’s difficult to activate learning, especially at the beginning of the first session of the week. A great way to kickstart a class, assess prior learning and to give the students instant feedback is a “Do Now” activity. Over and done in ten minutes or less, I often use them at the beginning of a class to signal to students that it is time to learn – and what better way is there than to get them actively thinking? These worksheets really get them into the “English Zone” as it were. The stakes are low, but having used these with my own learners, I know that the engagement is high! Each worksheet has a number of very quick activities on it (between three and six) which can be done in around five minutes. For variation, each worksheet has a different “mix and match” of activities. This means the students will not know what is coming in their next “Do Now” and this will hopefully keep them on their toes and interested! These activities comprise: Spot’n’Spell – learners read a short passage and correct TWO spelling mistakes One Word Drafting – learners are asked to improve a sentence with just one word (sometimes an adverb, sometimes any word) Spot the adjectives – learners must underline the adjectives in a very short passage Fill the gaps – learners read a paragraph of classic literature and fill in gaps Suggestion Box – learners are asked to write what a word suggests in a sentence (can be about character, place and so on) Unjumble – learners asked to separate the adjectives from the adverbs The Great British Idiom – learners given an image that shows a famous idiom and are asked to put it into a sentence What Am I? – learners given a definition of a structural or linguistic device and asked to write the answer That is the Question – Learners given a description of an exam question and asked to give Paper, Question and Mark (eg Question 2, Paper 1, 8 marks) Punctuate Me! – Learners gives four sentences and asked which one is punctuated correctly Time to Shine – Learners asked about exam timing for certain questions Language or Structure? – Learners asked to separate language and structural devices True or False – Learners asked to say whether a statement is true or false Word Star – learners asked to match up words with their definitions I “like” it – learners asked to improve a sentence by adding a simile Strong Links – learners asked to place an adverbial phrase into a short text to create a stronger link between sentences Be Direct – leaners asked to reword a sentence, using direct address List Four Things – learners given a short text and asked to list four things about one of its elements Order! Order! – learners asked to put four sentences of an exam response into the correct order S The worksheets are in colour but print off fine in black and white. They are designed to engage the students with individual designs and graphical “Easter Eggs”.
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.
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.
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:
Describe the Setting – “Do Now” Picture Prompts for GCSE English
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Describe the Setting – “Do Now” Picture Prompts for GCSE English

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What happens after the opening lines of a story? Often, the writer will shift focus to describe the setting. This set of ten picture prompts (for GCSE English but could be used at any level) gives students a visual nudge. Their job is to create a setting description which could be used as a second paragraph in a story. However, they must also incorporate some important elements that would help them to grab marks in an exam. This helps students to think about the structure of a whole text – often in GCSE English paper 1 (AQA) the second paragraph is descriptive so that candidates can answer the “language question” in the exam. More than that, of course, the description of the setting helps to bring the text alive with a little “world building”. This set of ten picture prompts could be used for a complete lesson, but the idea behind them was to use as starters – a “do now” activity. As only a single paragraph is demanded, this could be done in ten minutes or so, with time for some of the learners to read their out loud. Alternatively, could make a great activity on a VLE. In class these could be shown on a smartboard one by one, or you could do a mix and match, so the students get given a random picture to describe. It’s up to you – this set of picture prompts is versatile enough for you to think of a number of ways in which to use it! Files included are Powerpoint and a PDF version.
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.
40 "Do Now" Writing Prompts for GCSE English: Free Writing or Exam Style
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40 "Do Now" Writing Prompts for GCSE English: Free Writing or Exam Style

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This is a beautifully presented set of 40 “Do Now” activities for GCSE English. I call it “exam paralysis” – when students sit in an exam for five, ten, fifteen minutes or more, apparently doing nothing. They are so unused to writing spontaneously and in time-constrained conditions that they freeze. This not only wastes valuable exam time, it stops them doing as well as they could (in terms of final grade). I created this set of prompts/activities as a response to this. Free writing increases confidence, generates honesty in writing, develops writing abilities and voice, promotes the process of writing, rather than the outcome – and help overcome writer’s block. It isn’t supposed to be marked, it is simply to help the students allow themselves to write as creatively and as honestly as they can. However, I realise that this doesn’t suit all the teachers all of the time, so I have also adapted this set of prompts into exam-style exercises, where content, organisation and technical accuracy are taken into account. The “free writing” set is designed without marking in mind – they are designed simply to develop the ability to write quickly, developing voice and confidence. However, I will pace the room making comments and encouraging the writing process, of course! The “exam style” set would necessarily involve more formal feedback or at least more of an eye on the prize, as it were. Both sets are editable so the instructions can be tweaked, if needed, to suit your learners. (Sometimes it’s difficult to activate learning, especially at the beginning of the first session of the day or week. A great way to kickstart a class, assess prior learning and to give the students instant feedback is a “Do Now” activity.)
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). 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 Scaffolded Speech Writing - Whole Text Exercise ("Fast Food")
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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.
Deadly - Stretch and Challenge lesson for GCSE English Language (focused on P2Q5)
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Deadly - Stretch and Challenge lesson for GCSE English Language (focused on P2Q5)

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Context: This lesson is designed to stretch and challenge a group of students who are aiming for a grade 6 or above. It introduces the idea of writing a polemic; as opposed to supporting one’s own views with relevant argument, the idea is to win the ‘argument’ through contentious rhetoric. The aim is to be introduced to writing strong verbal attacks on someone or something as a method to support a specific opposing position. Students will be encouraged to use the word in writing, in conjunction with Pandora’s Box. The concept of The Seven Deadly Sins in Christianity will be introduced and students will be exposed to a number of artworks associated with these ‘evils’ by a number of famous artists. They will be able to debate these sins and then write a polemic aimed at convincing their audience that their allotted sin is deadlier than the others. The session finishes off with an abridged version of Swift’s The Lady’s Dressing Room. Although timings are given in the time plan this lesson can go many places – it may have to be continued in the next session. Assessment Objective A05 and A06 for writing, with particular emphasis on writing highly engaging texts with a range of complex ideas. Also featured 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. AO4: Evaluate texts critically and support this with appropriate textual references (poem).
GCSE English Creative Writing: Hidden from History (Victorian Child Prisoners)
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GCSE English Creative Writing: Hidden from History (Victorian Child Prisoners)

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This pack of picture questions is designed for (AQA) GCSE English Language 9-1. They simulate Paper 1 Question 5. Often this can become a little boring for the students as they are given picture after picture to write about. This tries to be a little different. In this case the pictures are of child prisoners from the Victorian era with a small bio of each (age, crime, punishment). Altogether, ten prisoners are pictured (all ten are 100% real-life cases) - five girls and five boys. There is also some background history about the kind of places underage Victorian lawbreakers ending up - altogether not very pleasant - with some discussion suggestions. It may well tie in with things that your students have studied in their history classes. 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 - and to bring these children who have been “hidden from history” back to life. 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 edit them. Plus if it’s easier for you - PDFs are also included of all 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.
BTEC Online World "Do It Now" Revision Activities
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BTEC Online World "Do It Now" Revision Activities

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These “Do It Now” activity sheets are designed for the BTEC Fist in Information and Creative Technology – Unit 1: The Online World externally set exam. You have probably heard of “Do Nows” – brief warm-up activities that are usually at the beginning of a lesson to help students to start thinking. They are rooted in Dewey’s constructivist theory as well as Hinton, Fischer & Glennon’s active learning theories of student-centred learning. These can take place in the usual “Online World” session but can also be used at the beginning of any IT classes when the Online World exam is coming up. They are designed to be quick (five minutes for the questions, five for the answers) and to provide a different revision and recall route for your learners. However, they could just as easily be given out as homework or used by individual students for short revision bursts. Each activity sheet contains two multiple choice, two “explain” questions and three “true or false” statements. The latter does not exist in the exam as a question type but is intended here, to give students quick and easy definitions for course elements that regularly appear in the exams. Elements from all Learning Aims are included on each sheet wherever possible, but Learning Aims A & B are at the forefront. Answers are included, of course! As they are time-constrained they reproduce an exam-style atmosphere where students must spend five minutes silently working on the questions. The answers can then be delivered in a way that you choose, to best suit your learners. I tend to ask individuals the answers and choose them according to ability. This part of the activity can often provoke discussion which will help students recall the information again. The activity sheets are formatted in PowerPoint – you can edit as you wish. These activities have proven highly popular with my learners and I hope will with yours too!
GCSE English Language 9-1 Picture-Prompted Scaffolded Story Writing - 2 PACKS
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GCSE English Language 9-1 Picture-Prompted Scaffolded Story Writing - 2 PACKS

2 Resources
This are editable resources but PDFs are also included. I really enjoyed creating these and they have gone down very well with my students. Ever tried to teach story writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a story writing task (Paper 1 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good stories which are suitable for GCSE English. These sets of prompts are designed to introduce students to descriptive writing in a number of ways… The resources are designed as TWO 60-90 minute classes and focus on a FULL RESPONSE for a story featuring a different structural feature for each paragraph. If you want to use exercise books, there are ‘instruction only’ sets here too. Each paragraph the students must write is accompanied by a number of prompts - both picture-based and written. The prompts indicate what they should write. There is also plenty of time for sharing and class discussions between each paragraph.
BTEC First L2 Unit 1 Online World "Do It Now" Revision Activities Bundle
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BTEC First L2 Unit 1 Online World "Do It Now" Revision Activities Bundle

2 Resources
The first set of this revision resource proved so popular among my learners that I had to make some more! So here they are as a bundle… These “Do It Now” activity sheets are designed for the BTEC Fist in Information and Creative Technology – Unit 1: The Online World externally set exam. You have probably heard of “Do Nows” – brief warm-up activities that are usually at the beginning of a lesson to help students to start thinking. They are rooted in Dewey’s constructivist theory as well as Hinton, Fischer & Glennon’s active learning theories of student-centred learning. These can take place in the usual “Online World” session but can also be used at the beginning of any IT classes when the Online World exam is coming up. I know how difficult it is to squeeze in mock exams so you could think of these as mini-mocks! They are designed to be quick (five minutes for the questions, five for the answers) and to provide a different revision and recall route for your learners. However, they could just as easily be given out as homework or used by individual students for short revision bursts. Each activity sheet contains two multiple choice, one or two “explain” questions and two or three “true or false” statements. The latter does not exist in the exam as a question type but is intended here, to give students quick and easy definitions for course elements that regularly appear in the exams. Elements from all Learning Aims are included on each sheet wherever possible, but Learning Aims A & B are at the forefront. Answers are included, of course! This time round I have included a few network diagrams for learners to label, too. As they are time-constrained they reproduce an exam-style atmosphere where students must spend five minutes silently working on the questions. The answers can then be delivered in a way that you choose, to best suit your learners. I tend to ask individuals the answers and choose them according to ability. This part of the activity can often provoke discussion which will help students recall the information again. The activity sheets are formatted in PowerPoint – you can edit as you wish. These activities have proven highly popular with my learners and I hope will with yours too!
GCSE English Language Grade 9-1 Course: Synthesis and Summary
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GCSE English Language Grade 9-1 Course: Synthesis and Summary

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Aimed at all levels of ability but particularly at those students who might achieve Grade 5 upwards. If you are teachinmg the GCSE English Language Grade 9-1 Course then you know your students will have to know how to do a summary. In fact they will have to know how to bring elements of two texts together – to synthesise them in to a new form – the summary – which may ask them to highlight the similarities or differences of aspects of two sources. This video serves as a foray in to that by showing you how to summarise two source texts according to the skills descriptors for GCSE English Language Grade 9-1 course (AQA), The Lesson Plan contains the two texts (which are also the video) and the way that I delivered it to my groups - how you choose to do it is, of course, up to you!
4 Kahoot Quizzes for “As Told By Teachers”
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4 Kahoot Quizzes for “As Told By Teachers”

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These quizzes are designed to accompany the anthology “As Told By Teachers” (https://www.tes.com/teaching-resource/as-told-by-teachers-an-anthology-of-short-stories-for-gcse-english-language-11973337). There are 4 but more will be added. Want to make one yourself? Know Kahoot? If you would like to create a Kahoot quiz based on any of the stories, please do. I would appreciate it if you could send me the link so it can be included in this document. If you would like to use the question mark pictures (free from copyright) the links are below. Please don’t forget to credit the creators (you can put a links at the bottom of any question). Kahoot Newbie? If you would like to create a Kahoot quiz but are unfamiliar with it (or just technophobic!) please feel free to put a set of questions and answers together and email it to taliesyn30@aol.com. I will be happy to put it online for you. This resource will be updated as quizzes are added.
Structure Quiz for GCSE English - "The Unbroken Bond"
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Structure Quiz for GCSE English - "The Unbroken Bond"

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This quiz is based on a very short story of just 386 words called “The Unbroken Bond”. It is followed by 19 multiple choice questions and 3 order questions. For those who finish early there is an extension task at the end. This resource was originally created as there don’t seem to be many “structure” resources out there that are good quality and teach the learners anything except the terminology! I believe this quiz provoked some thought about how to respond to the question in an exam scenario. This is ideal for a cover lesson, too, as it produces no marking, as long as the answers are given out once the quiz is complete (learners can mark their own or can exchange their papers with others). I would advise reading the story out loud at the start to ensure that all the learners have read it and do not (as is sometimes the case) attempt the “pot luck”” strategy of answering the question. The story is very PG. It focuses on a dog whose “boy” has gone missing and his frantic search for his friend. It is resolved when “boy” returns, simply having been to school for the day. It is based on the June 2023 P1Q5 – “Write a story about a human meeting an animal”. As such, it can also be used as an exemplar for that question. There is also a comprehensive answer booklet with explanations so that the teacher who is doing the lesson can respond to learner questions about why the right answer was… the right answer! The order questions are a student responses (done in the PEE manner). Learners have to put them in the right order. The point and evidence are presented in the first sentence. The two explanatory sentences can be separated in terms of order because the final point has a linking word or phrase indicating summation is in process. Although this quiz is “low stakes” in nature, it covers a large amount of subject terminology which can be discussed at the time when the answers are given. The aim is to embed this terminology as well as exposing students to ways in which it could be incorporated into their own attempts at P1Q3. The text is also provided separately as there are always learners who ask for this so they do not have to keep flicking back and forth. PDF and Word formats for the documents are included. This quiz would easily be adaptable into an online version if you wanted to do the quiz as homework, The questions and answers could be quickly copied and pasted into MS Forms or a Moodle interface – and the explanations given in the answer booklet could also be used to enable online automated feedback. Enjoy!
GCSE English Language 9-1: Using Language to Influence (Practice and Exemplar)
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GCSE English Language 9-1: Using Language to Influence (Practice and Exemplar)

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A letter from 1850 from a young man stationed in India to his sister in Sussex. A fag-packet lesson plan with the letter that young Walter must have written with the new GCSE spec in mind. Lots of language to convince his sister that she should write back to him. Two videos to accompany the lesson plan plus the letter itself and an exemplar answer.... lots of fun to inflict here. Fits very well with AQA Paper 2 Question 3 and can probably be adapted to other exam boards. Please note: the file marked VI is simply the same resource but enlarged for students with Visual Impairments.