I hope my resources simplify your planning, give you the much needed extra hours for an improved work-life balance and take your teaching to the heights you want it to go.
I hope my resources simplify your planning, give you the much needed extra hours for an improved work-life balance and take your teaching to the heights you want it to go.
Here is everything you need in terms of assessment criteria and feedback sheets for the study the following topics:
Shakespeare
19th Century novel (the criteria can be adapted for any novel)
Modern Drama
Writing to Argue/Persuade Self Assessment Criteria
Writing to Describe Self Assessment Criteria
GCSE English Language section A Q1-2
-GCSE English Language section A Q3-4
-GCSE English Literature: ‘The Merchant of Venice’
-GCSE English Literature: ‘Dr Jekyll and Mr Hyde’
GCSE English Literature: ‘Blood Brothers’
This bundle includes assessment summary stickers for the front of the students’ exercise books and IEPs.
I hope they help!
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 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 bundle includes 15 lessons based on the genre, “Persuasive Writing”.
This pack includes whole lessons that have everything you need to teach the topic and genre.
Every lesson has a starter, a plenary, teaching models, group work, criteria for students to use to develop independence and individual writing activities and HW tasks.
I have also included a handy FAR inspired assessment sheet that can be used to mark the students’ work using specific criteria that they can learn and use to make very clear progress easily, and there is also a self-assessment activity that draws on FAR marking strategies too.
It’s suitable for KS3 and KS4. However, some ppts are more suited to KS4 classes and gifted (or accelerated) KS3 classes. You’ll have to make that decision based on your class’ abilities and skills.
This ppt includes the 20 topics based on the novel “Private and Peaceful”. It is a SOW suitable for KS3 (or an advanced KS2 group)
Each topic contains:
lesson notes on the slides
starters
plenaries
extracts from the novel with directed reading tasks
WW1 poetry
WW1 letters and recruitment posters
comprehension writing tasks (PEE)
Imaginative writing tasks
Group work, paired work and individual tasks
Enjoy!
This is a very useful resource for building up your students’ poetry analysis skills.
It can be used in the following ways:
group work (cover work)
group work leading to a group presentation of an unseen poem
Individual preparation for a timed essay
Homework
Class discussion
It is suitable for KS3 and KS4.
This resource is to aide and reduce your marking and improve your communication with pupils about their progress. They’re pupil friendly sheets that also contain an area where students can respond to the teacher’s marking to develop clarity between teacher feedback and student progress.
The assessment/criteria sheets focus on the following topics:
Key Stage Three and Key Stage Four Criteria sheets for: Shakespeare, 19th Century novel (the criteria can be adapted for any novel), Modern Drama (any play)
Key Stage Three and Key Stage Four Criteria sheets for: Writing to Argue/Persuade Self Assessment Criteria and Writing to Describe Self Assessment Criteria
Key Stage Four Criteria sheets for: AQA GCSE English Language section A Q1-2, AQA GCSE English Language section A Q3-4, AQA GCSE English Literature: ‘The Merchant of Venice’, AQA GCSE English Literature: ‘Dr Jekyll and Mr Hyde’ and AQA Modern Drama( English Literature): ‘Blood Brothers’
I hope they help!
The stickers are for the front of students’ exercise books.
This resource is used for displaying a student’s success (good explicit displays for Ofsted and Dept reviews) recording each year group’s success.
You record the student’s GCSE target and record their achievement throughout each SOW to display their progress.
Each year group’s topics (featured on the stickers) are as follows:
7
Gothic Literature / Detective Fiction
Creative Writing
Poetry – ‘Poems from Other Cultures’ or pre-2015 AQA anthology
Shakespeare – ‘Romeo and Juliet’
Non-fiction – Language paper 1 & 2 section A practice
Summer revision and exams
8
Poetry – ‘Reflections’ anthology
19thCentury novel – ‘A Christmas Carol’
Modern Drama – teacher’s choice
Non-fiction Study – (autobiographies & travel writing & teachers choice of topic based on current affairs)
Shakespeare – ‘Hamlet’
Summer revision and exams
9
Creative writing (exploring viewpoints) in Victorian short stories
Shakespeare – ‘Othello’
Contemporary poetry – AQA anthology (pre 2015)
19th Century novel – ‘Alice in Wonderland’
Language paper 1 & 2 section A – practice questions
Summer revision and exams
10
Creative writing (creating a viewpoint)
Shakespeare – ‘Merchant of Venice’
Contemporary poetry (current AQA anthology)
19th Century novel – ‘Dr Jekyll and Mr Hyde’
Language paper 1 & 2 section A – practice questions
Summer revision and exams
I hope it helps!
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 is suitable for KS3 and KS4.
The ppt includes 2 lessons (possibly 3 depending on the class’s ability)
A starter
A plenary (metacognitive task)
A model (created by a student)
Assessment criteria for students to use to develop the key skills
A HW task
A group task
Hi.
This SOW has everything you need to teach the novel Warhorse for 4-5 weeks.
The ppts includes:
all starters and plenaries
all writing and reading tasks
poetry analysis
discursive essay (PEE) practice
HW tasks
teaching objectives and planning grid
It’s been tried and tested.
Enjoy!
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.
This bundle combines resources for:
Improving handwriting
Assessing the gaps in a student’s literacy skills so the teacher knows what needs to be improve upon
Practical strategies for teachers to differentiate reading material to make it accessible for all pupils - regardless of their ability range
A grid outlining explicitly the active literacy skills that are embedded in the content of all subjects in secondary schools
A resource for engaging reluctant readers
A resource for Parents’ Evening to show concerned parents simple techniques that will help them to build their child’s spelling skills at home
This bundle supports all subjects across the curriculum - including SEN and EAL groups too
The powerpoints in this bundle are appropriate for advanced (i.e. Year 9 working at the new GCSE Grade 4/5) or any GSCE group.
Each powerpoint is a full lesson. in some cases, the lesson extends to 2-3 lessons.
Lastly, each powerpoint contians the following:
Starter
All learning activities (differentiation and extension) such as writing tasks, deconstructions of the poem, scaffolded worksheets etc.
A glossary - if required
HW tasks (follow up tasks)
A plenary
PLEASE NOTE: YOU’LL NEED TO DOWNLOAD A COPY OF THE POEMS FROM GOOGLE.
The bundle includes a SOW that is a series of daily lessons (on the ppt) and a workbook that matches the ppt lessons.
The ppt includes assessment tasks, video cips, reading extracts, non-fiction extracts etc - basically everything you need to teach the novel.
Enjoy!
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.
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”.
This sheet can be used as an in-class self assessment after a mock of AQA’s “Paper 2: Writer’s Viewpoints and Perspectives” or as a HW task after the Mocks.