These colour sheets can be glued into the front of students’ exercise books at the start of the year and revisited each new term when new, updated versions, can be glued into the exercise books. This is a method for tracking a student’s progress. They’re linked to the new 2 year linear GCSE English Language and Literature courses. It has suggested topics (i.e. programmes of study) on each IEP too if you’re a new HOD and need some guidance.

A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW or timed (in class) essays that form part of exam preparation revision.

This resource is for an advanced KS3 class or a KS4 class. This ppt includes: A starter A plenary All lesson tasks - including a writing task Please note, you’ll need to Google a copy of the poem.

This is a good poem to teach to a low set GCSE group or a KS3 class. The resource includes: A starter and a Plenary Lesson activities A HW task Please note, you will need to google a copy of the poem

This essay compares ‘Quickdraw’ and ‘In Paris With You’. At the bottom there are 5 teacher comments and space for students to decide with their teacher what the overall grade should be. There is also a box for the ‘quality of written communication’ to be assessed.

This year long Programme of Study is based on a study of the new linear GCSE English Course. This long term plan reflects the new GCSE Linear Exam Assessment Objectives. Students will be assessed on: Responding to GCSE fiction and non-fiction text extracts exploring creative writing based upon GCSE literary non-fiction text extracts Exploring Shakespearean tragedy: the study ofeither Macbeth or Merchant of Venice Exploring contemporary poetry: contemporary poetry (AQA Anthology) The study of the 19th century novel - the teacher’s choice Exploring and developing a viewpoint A mock GCSE summer exams It also includes: activity suggestions lesson content suggestions exam structures a map of the assessment objectives for the whole year links to AQA’s GCSE exam frame and criteria It is ideal for new HoD, departments without a HoD, or HoDs who are seeking a fresh perspective or Programme of Study. Enjoy!

This resource provides you with the long term plan for teaching the new 2015 AQA English Language and English Literature Specs. This is a good starting point for new HOD or experienced ones looking for a new learning plan for the transition from Year 9 into KS4. Each plan provides teachers with a schedule of what to study each term and includes language and literature ideas. All that is need is are the SOW. I hope they help!

Here are two posters - on is based on the features of tabloids and the other on broadsheets.

A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW or timed (in class) essays that form part of exam preparation revision.

PLEASE NOTE: this lesson can be bought and used in isolation or as part of a bundle for sale on my TES Author’s Page. This lesson uses ‘campaigns’ as the foundation for teaching persuasive writing techniques. The ppt includes: A starter A plenary Model answers Group tasks Planning tool Peer assessment template for assessment Notes for the teacher on the slides This could be stretched into two lessons.

Suitable for KS3 or KS4.

A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW forms part of exam preparation revision.

What is the purpose of this resource? To enable pupils to immerse themselves confidently in reading by teaching them how to process subject matter as they read and equipping them with the tools to assimilate the text’s content Why would I want to use this resource? To enable pupils to become competent readers that: Engage fully with a text at the word and sentence level and use that information to make sense of the text’s composition and its effect on the reader; Recognise and understand that texts comply with generic structures, and as a result, are created for particular purposes and have identifiable audiences; Appreciate that a reader’s interpretation of a text depends on their life experiences and also any previous reading experiences that they can bring to the table; Comprehend that texts are structured in specific ways to convey meaning, and that over time, regular readers will be able to perceive and predict these generic patterns – even in unfamiliar texts; Understand the importance and impact of textual features such as pictures, font types, layout and the semantic field (i.e. the author’s specific choice of language); Ask questions of all texts before, during and after reading.

This is inspired by the 6 Thinking Hats paradigm except it deploys numeracy (i.e. commonly misunderstood shapes and their names) to improve students numeracy in English. Enjoy!

This is a summary sheet that can be glued into the students’ exercise books after the Mocks. It’ll help them form targets.

For the post Mocks period. This sheet can be used as an in-class self assessment after a mock of AQA’s “Paper 1: Explorations in creative reading and writing” or as a HW task after a mock of AQA’s “Paper 1: Explorations in creative reading and writing”.