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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.
8 Perfect Paragraphs - Scaffolded Creative Writing Using Structure
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8 Perfect Paragraphs - Scaffolded Creative Writing Using Structure

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GCSE English Paper 1 Question 5 is the creative writing questions where learners may be asked to write a description suggested by a picture. It is also intended to give the teaching of these skills some variety. This lesson teaches creative writing from a structural perspective. Students also need to understand the structure question in Section A and so this is a way to incorporate a variety of structural devices into a lesson without any danger of it becoming a “list lesson” with a “spot the device” focus. This lesson allows students to learn about structural devices through the creative process of writing a story/description. It follows the “theory” that if you plan for language, you get no structure; if you plan for structure then language somehow takes care of itself. The highly scaffolded nature of the piece of writing students will create during this lesson embeds the elements they must include in their terminal exam question, whether it is descriptive or narrative. As well as encouraging the use of various types of structural devices, the lesson outlines the importance of using paragraphs – and indeed sentences - for impact. The lesson also includes reminders to students to try and use a variety of language features and sophisticated vocabulary in their writing.
GCSE English Language - Scaffolded Descriptive Writing Bundle
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GCSE English Language - Scaffolded Descriptive Writing Bundle

5 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.
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 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.
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 Paper 1 Q5 Style Narrative Writing Questions with Pictures
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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.
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.
GCSE English Grade 9 1: Examples of Student Story Writing for Paper 1 Question 5
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GCSE English Grade 9 1: Examples of Student Story Writing for Paper 1 Question 5

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Students may be asked to write a story for AQA GCSE English Language Paper 1 Question 5. This is also known (mostly by teachers) as narrative writing. So how do you write a story in 45 minutes? This video shows you two examples of work done by real GCSE English students in exam conditions. It also has comments by a marker on the responses. The method the students have used represents just one way to approach this question.
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
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.
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 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.
GCSE English Language 9-1: Language Features Game
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GCSE English Language 9-1: Language Features Game

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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 or even an introduction to language features. I’ve described how I did it with a set of learners but the simple PowerPoint slide could be used in any number of ways. The general aim is to improve a story which starts ‘The student was late’ using the power of language features. The slides are created in such a way that it forces learners to find very straightforward explanations for the language feature that they have been given. Although this does not directly help with the exam question where they have to find, analyse and explain language features it serves as an introduction. The resource also works towards paper 1 question 5 (AQA board at least!) when learners must incorporate language features in to their own creative writing, either descriptive or narrative. You can find my structural features game here - https://www.tes.com/teaching-resource/gcse-english-language-9-1-structural-features-game-with-lesson-plan-11988220
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.
Online Distance / Home Learning - "Response Sheets" for GCSE English Paper 1
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Online Distance / Home Learning - "Response Sheets" for GCSE English Paper 1

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These response sheets have been designed to be sent out to learners via email (or placed on a VLE or Google Classroom – etc!). It is assumed that the they have already been exposed to all the Assessment Objectives associated with GCSE English Paper 1 Question 5 (AQA). It suits a ‘distance’ mode of learning where students can respond to input about each question and these can be evidenced. The four response sheets build up in to a full “Paper 1 Picture” which, while it does not have the rigour of a mock exam, could give you an overview of the skills your learners have acquired in terms of the quality of their responses. Once completed by learners they can be emailed back or submitted on your VLE (or any other method of your choosing!). There are four response sheets in total which can be sent out separately. They cover: • Paper 1 Question 1 and 2 • Paper 1 Question 3 • Paper 1 Question 4 • Paper 1 Question 5 Although the sheets are as generic as possible you may have to slightly adapt them for your purposes. The extract is from the beginning of “Sons and Lovers” by DH Lawrence published in 1913. It is the late 1880s and Mrs Morel, the heavily pregnant wife of a miner, awaits the return of her husband from the pub. Her two children are in bed and she reflects on her life. In many ways it is about isolation – fairly appropriate for these times, perhaps. There is an extensive mark scheme included in this pack for Questions 1-4. There is a complete mark scheme plus three files if you wish to send them out to students one by one, after they have finished each associated task. There is no mark scheme for Question 5 – please refer to any standard mark scheme AQA releases for this question. There is also a tracking sheet included in this pack. The mark scheme is based on November 18. Once you put the marks in for each students the spreadsheet will automatically generate a grade for you.
Home Learning Resource – Collaborative Story Chain for GCSE English Language
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Home Learning Resource – Collaborative Story Chain for GCSE English Language

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This is something which will keep a class busy - or even a circle of friends if you are a parent looking for a resource to use with your child and their friends. It enables learners to work on a single task together with each building on the work done by the previous. There aren’t many resources around which enable a class to work in this way. The ones I have done it with have enjoyed it immensely. It’s not a new concept but perhaps presented in a slightly more modern way – it’s certainly designed for the times in which we currently live. Each “Story Chain” task consists of a picture and the task – “Write a story as suggested by this picture”. You email the file to “Student A” who completes the first part of the story – they are called Storyteller 1. They return it to you to check and forward to Storyteller 2. The process is repeated until you get to Storyteller 6, who is the only one allowed to end the story! Students do not know who the other storytellers are in their group – to avoid classroom bias! However, there is an element of competition. There are probably more than six learners in your class, so you will split your students into groups. The first group to finish, following the rules, is the winner. You may have to ask one or more students to do help out if your class number is not divisible by six. You can then reveal the name of the storytellers to their groups. So as well as there being an element of competition, I also hope that there is fun involved too. The process can be done in a number of ways. You could send each group of storytellers a different picture stimulus – there are ten. Alternatively, you could email them the same one, to see how many different stories can evolve from a single piece of stimulus. In that way, you have nine more story chains to create. There is quite a lot of emailing involved on your part – and so I have created two tracking sheets as well so you can list who is in each group and how long each took to get to the point where storyteller 6 finishes and emails you the complete story. There is also an exemplar in this bundle of files which can be used to give yourself an idea of what a finished piece might look like or indeed to send out to your students as an example (although this would mean you were down to 9 pictures).
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.
Functional Skills English L1 Skills Tracker and Learning Plan (OLD SPEC)
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Functional Skills English L1 Skills Tracker and Learning Plan (OLD SPEC)

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This could save some time… This spreadsheet contains five sheets: A front page enter their details (name etc) and yours, that are then copied through to all other sheets (so name only goes in once). A writing FCP (Form, Content, Purpose) Skills Tracker sheet for the Writing Unit A Writing SPAG (Spelling and Grammar) Skills Tracker for the Writing Unit A Reading Skills Tracker for the Reading Unit A Speaking & Listening Skills Tracker Together they build to give you a complete picture of where your student’s skills lie. They can be updated twice during the year so that students can measure their progress. Hope it’s useful to you!
Approaching GCSE English Paper 1 Question 3 STRUCTURE A “bottom up” approach
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Approaching GCSE English Paper 1 Question 3 STRUCTURE A “bottom up” approach

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Please note: the original short story in this resource contains references to drugs and knives. The short story also contains “arse” and “f—”. Please do not purchase this if you have students or parents super-easily offended by this kind of thing. I would rate the story at certificate 12A but you may wish to err on the side of caution and assume 15. AO2: Explain, comment on and analyse how writers use structure to achieve effects and influence readers, using relevant subject terminology to support their views. Paper 1 Question 3 is the structure questions where learners are asked how a writer has structured a text to interest them as a reader. The class is designed to build concepts from the students’ level of understanding. As such, this lesson teaches structure by building up complexity gradually. The first part of the lesson will simply be reading a very short story for pleasure and discussing what was good (or not) about it. The story is set in an FE college so includes people of students’ own age bracket. The next step is to continue with an activity that does not reflect exam content but draws on the students’ own media savviness. The assumption is that they watch TV and films – and so can make comments about how these are “shot”. So their second task will be to show how the story could be visually represented on screen. This will involve discussion and other collaborative activities. The third task will be to match up straightforward textual structural features with those that happened in the text and describe them briefly. This is then turned in to an exam-style response. There is also an additional language task which follows the layout of a P1Q2 exam question. This resource contains 4 files as Word documents. These are reproduced as PDFs to ensure that compatability is not an issue.
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.
Functional Skills English Speaking and Listening Lesson Plan with Resources
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Functional Skills English Speaking and Listening Lesson Plan with Resources

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It can be difficult to engage learners when it comes to Speaking and Listening. Students must make relevant and extended contributions to a discussion and so it is important to choose a subject which will engage them. So I created this lesson plan where they more or less talk about themselves - or teenagers at least - and what they should do before they turn twenty. The scenario gives students the chance to allow for and respond to others’ input, make different kinds of contributions to discussions and to present information/points of view clearly and in appropriate language This can easily be adapted for an adult class where they reflect on what they would have liked to have done… All documents are editable. They are: Lesson plan for the session Formal discussion - handout explaining the scenario and with space for the students to make notes A reflection sheet for students to fill out once the discussion is over An additional task in which students can write the article they have discussed A couple of pages of possible comments that can go on the assessment record sheet for individual students Plus there is a video to give the students some visual stimulation when they are gathering their ideas for the discussion. I have done this many time with classes - and it works very well! Hope you find it useful!