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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: 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.
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.
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!
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: 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 Paper 1 Question 5 - Be the Marker, Be the Writer
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GCSE English Paper 1 Question 5 - Be the Marker, Be the Writer

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This lesson introduces students to the skills descriptors for A05 and A06 (Content and Organisation together with Technical Accuracy) of the AQA GCSE English exam – in other words what they have to do in Paper 1 Question 5 to make the marker happy. This can bore students silly, so it is all about active engagement throughout. It is designed for learners at the beginning of their creative writing careers, with possibly just a few classes before this. They are not expected to mark a whole text (or award marks) – neither are they expected to write a whole one either. This lesson focuses on paragraphs so that they can focus on short extracts which also gives them the opportunity to add on it to later. Here is a precis of the class. The students are given the beginning of a short story and a picture to go with it. They are also given two attempts at the next paragraph, written by students. There are plenty of things to talk about in the examples given! Before they go on to mark these paragraphs, they are introduced to the skills descriptors in a mix-and-match scenario which will promote discussion in the classroom. They have to work out which explanation goes with each skill. This readies for them to return to the paragraphs written by the students and be able to make comments about how each student did well and how they could improve their work. I have always found that one of the things students love is being critical about the work of other learners. There is plenty of opportunity to do that here – although the focus should of course be on positive rather than negative criticism. The students must put this into action once this discussion is over – by rewriting the paragraphs (or parts of them) to show how they could have been improved. Moving on, the students must then write the next paragraph of the story. What they must do is explicitly stated so that they each have the opportunity to shift focus from the outside of a café (in this case) to the exterior. It will also enable them to have a bash at some expository writing about a busy street (which is something that could easily come up in this question in the exam). Finally, some students will be expected to read out their paragraphs with the rest of the class giving some positive feedback about what they have written. The class is designed for 60 minutes for top set learners but could easily be stretched out to 90 minutes. All the pages in the lesson are in a single Word document. The PDF version is also attached.
30 Halloween GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions + Pics
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30 Halloween GCSE English Language Paper 1 Q5 Style Descriptive & Narrative Writing Questions + Pics

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This pack of HALLOWEEN 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 Halloween style 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. 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.
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 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.
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.
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
These 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.
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
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Approaching GCSE English Paper 1 Question 3 - STRUCTURE

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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, making short notes where structural features are spotted and discussing what was good (or not) about it. The story is deliberately very short and has been written specifically with this question in mind. It covers temporal features, shifts of focus, exposition, paragraph lengths, flashbacks and has a cyclical ending. The next step will be to continue with an activity that draws on the notes made – or perhaps even prior knowledge of structure. The list of structural devices is not exhaustive – they may well spot additional ones – but there are two (dialogue and twist ending) which do not appear in the story. The aim is to match up straightforward textual structural features with those that happened in the text. This can then, finally, be turned in to an exam-style response. First, though, there will be a short discussion about how to write an exam response. There are plenty of hints given here – but again there are elements of the example sentences used which are of no great use in this example (this is deliberate, to see whether the correct ones are chosen and can be adapted). Finally, the students will attempt an “exam style” response All files are reproduced as PDFs to ensure that compatability is not an issue.
GCSE English 9-1 - Descriptive and Narrative Writing Questions (Bundle)
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GCSE English 9-1 - Descriptive and Narrative Writing Questions (Bundle)

5 Resources
There are 3 main resources in this bundle. A set of 20 pictures to be used as stimuli for narrative responses to GCSE English Paper 1 Question 5 - general pictures of people and places. A set of 20 pictures to be used as stimuli for narrative AND descriptive responses to GCSE English Paper 1 Question 5 - general pictures of people and places. A set of 20 pictures to be used as stimuli for narrative AND descriptive responses to GCSE English Paper 1 Question 5 - science fiction and fantasy genre. A set of 30 pictures around the theme of Christmas - for Paper 1 Question 5 I have also included my “First World War” set of pictures - although it is free, I thought I would pop it in just in case you missed it! Have fun!
GCSE English Language 9-1 (AQA): Paper 1 Questions 1 and 2
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GCSE English Language 9-1 (AQA): Paper 1 Questions 1 and 2

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Two extracts - one Dickens and one Orwell, accompanied by sample questions. The video explains the question, showing how to do it but also how NOT to do it! The Dickens extract is used as the first example and students can be guided through how to create their response. The Orwell example is for students to attempt on their own, without guidance. Possible answers for both texts are included (for question 1).
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.
GCSE English - "CORE TEXTS"
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GCSE English - "CORE TEXTS"

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All of the extracts in this document are free from copyright restrictions. This is either because of when they were written (and so now fall out of copyright statutes), have no copyright restrictions and/or were originally published under a Creative Commons license. They have been carefully collated to ensure that a wide range of voices can be heard by students studying towards their GCSE English. We have not overlooked famous authors by any means but a pivotal reason for putting these core texts together was to counter the inherent Eurocentricity of past and current curricula. Although there are no associated tasks included here (they are on the VLE) we are happy to make these texts available to anyone who cares to read them. They were chosen for their engaging content and so even if you do not use these as specific tasks, we hope that you will find them collectively an enjoyable and thought-provoking read. If you love to dip in and out of literature, you have come to the right place! When substantial additions are made (this is an ongoing project) we will update the document available online. The fiction and non-fiction extracts in this collection are all used on the VLE - https://gcseenglish.moodlecloud.com/ You can learn more about the VLE at its associated website - https://www.passgcsenglish.com/