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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.
Structure Quiz for GCSE English - "The Unbroken Bond"
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
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.
Bundle
GCSE English 9-1 - Descriptive and Narrative Writing Questions (Bundle)
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 Paper 1 "Past Paper" (with extensive MARK SCHEME)
I created this “past paper” for my students who are doing the AQA board. The extract is from “Sons and Lovers” (1913) by DH Lawrence and is taken from Chapter 1. It focuses on Mrs Morel, unhappy with her situation in life, who reflects on her life and wonders, frankly, where it all went wrong! It works very well for this exam and is - as one might expect from Lawrence - beautifully and concisely written.
Most ‘past papers’ written by teachers omit a mark scheme. However, I have also created an extensive mark scheme for this paper, which mirrors those released by AQA in its format. So, for each question I have written a response - the indicative content - for each level (1-4).
As an extra, I have also included some of the other things that students may pick up on for each question (something that AQA does but in a ‘blink and you miss it’ kind of way. I would hesitate before saying these are exhaustive (who knows what our students’ minds may conjure!). However, I hope the responses and the additional suggestions will help you as teachers.
I have uploaded the PDFs but also the original Word documents if you wish to tweak them in any way (hopefully no need!)
Questions
1 List four things that are happening from this part of the source.
2 How does the writer use language here to describe Mrs Morel’s situation in life?
3 How has the writer structured the text to interest you as a reader?
4 A student, having read this section of the text said: “The writer shows us just how much Mrs Morel feels that her life is out of her control. She feels like she has been cheated, somehow.” To what extent do you agree?
5 Write a description suggested by this picture. or
Write a story entitled “The disappointment”.
The paper covers:
AO1 -Identify and interpret explicit and implicit information and ideas
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
A04 - Evaluate texts critically and support this with appropriate textual references
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.
There is no scheme for marking the creative writing - responses are too varied to make an exemplar either possible or warranted. Please refer to AQAs mark schemes for how to arrive at a mark for Section 2.
20 GCSE English Paper 1 Q5 Descriptive & Narrative Writing Questions (Sci-Fi/Fantasy Themed)
This pack of picture questions is designed for AQA GCSE English Language 9-1, but focusing on images from the the sci-fi and fantasy genre. I created them “on demand” for my students who wanted some stimulus material that was a little more bloodthirsty than usual! Having said that, I think I have managed to keep them below what might scare your average Year 10 or 11 student. The responses you get may well make your hair stand on end, though, if “my lot” are anything to go by…!
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. 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 is editable although I have included PDFs if you don’t need to… However, it looks lovely printed in colour and laminated (for use in multiple classes without them getting too battered!).
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.
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.
The pack is fairly diverse - however I am restricted to sourcing images that are modifiable and can be used for commercial purposes. There is a link to the creator of the image on each of them if you do want to check the Creative Commons license (and to give the creators the credit they deserve too, of course!).
Functional Skills English - Writing an Email of Complaint (Activity and Lesson Plan)
This writing exercise is for students working towards L1 although E3 students should also be able to cope.
It is based on writing an email of complaint when a leather jackets turns out to be the 'wrong one".
Full lesson plan and activity sheet with scenario included.
GCSE English: 5 MORE Vocabulary Learning Homework Tasks & Tests (Low Stakes, No Marking!)
The second set of WORD GYM homework and tests.
You can buy these as a bundle HERE.
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:
5 warm ups (this is the homework) containing ten words each
5** work outs** (this is the test for the classroom and comes as as single file).
The questions and answers for the 5 work outs, again all the questions are in a single file.
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.
Deadly - Stretch and Challenge lesson for GCSE English Language (focused on P2Q5)
Context: This lesson is designed to stretch and challenge a group of students who are aiming for a grade 6 or above. It introduces the idea of writing a polemic; as opposed to supporting one’s own views with relevant argument, the idea is to win the ‘argument’ through contentious rhetoric. The aim is to be introduced to writing strong verbal attacks on someone or something as a method to support a specific opposing position. Students will be encouraged to use the word in writing, in conjunction with Pandora’s Box. The concept of The Seven Deadly Sins in Christianity will be introduced and students will be exposed to a number of artworks associated with these ‘evils’ by a number of famous artists. They will be able to debate these sins and then write a polemic aimed at convincing their audience that their allotted sin is deadlier than the others. The session finishes off with an abridged version of Swift’s The Lady’s Dressing Room. Although timings are given in the time plan this lesson can go many places – it may have to be continued in the next session.
Assessment Objective
A05 and A06 for writing, with particular emphasis on writing highly engaging texts with a range of complex ideas.
Also featured
Assessment Objective: AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4: Evaluate texts critically and support this with appropriate textual references (poem).
10 Paintings with GCSE English Lang P1Q5 Cultural Capital Descriptive & Narrative Writing Questions
This pack of picture questions is designed for AQA GCSE English Language 9-1. As the June 2019 exam included a painting for the first time, this set is aimed to increase the cultural capital of your English classes (CC being is the accumulation of knowledge, behaviours, and skills that a person can tap into to demonstrate one’s cultural competence and social status).
The pack includes ten paintings – five by male and five by female artists. The pages are designed to be printed on two sides.
On the first side, 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).
The second side gives a small biography of the painter with information about the painting. Also included are prompts about what to write about as well as the skills the examiners are looking for in Content and Organisation as well as Technical Accuracy.
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 superb art 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 paintings 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 - P1Q5 - Creative Writing Using TWO Pictures (Stretch & Challenge)
Context: Paper 1 Question 5 is the creative writing questions where learners may be asked to write a description or narrative suggested by a picture. This lesson makes a great ‘stretch and challenge’ activity.
This lesson will work for classes of up to 30 students (more if you make two copies of the pictures). However, once you have printed off the two sets of pictures, this can be used again and again. As there are 30 pictures in each set, there are 900 possible responses to this creative writing task!
Students know by now that this question ordinarily has a ‘picture option’. They have used pictures as stimulus for creative writing before but this is in danger of becoming a little humdrum. This lesson aims to put a little excitement back in to this by giving students a choice of 30 pictures – this is known as “Picture A”. These are all pictures of people. They then get to choose between numbers 1-30 for “Picture B” which is an object (and animal, occasionally). The students must then create a response to both pictures – following these instructions.
You will be given (or you will choose) TWO pictures, labelled A and B – each has a number up to 30.
All the ‘A’ pictures are of people.
All the ‘B’ pictures are of objects (and the occasional animal!)
Your job is to come up with an inventive and interesting narrative that connects
the images:
• from the beginning
Or
• in exactly six moves
Good luck!
I have also included a spreadsheet in to which you can type your students’ names. This will make it much easier for you to track who has chosen which picture - and so on!
Aims
To stretch and challenge the learners’ ability to create a descriptive text which covers a number of the skills descriptors needed for a high-level response.
Revisit a number of structural and language features of texts, when and how they are used.
To promote discussion about structural and language features and the effects that they can achieve in a text. To increase the confidence of the learners when specifically using this subject terminology.
**Assessment Objective: **
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.
All pictures used are ethically sourced using a Creative Commons license. No copyright worries for you!
Home Learning Resource – Collaborative Story Chain for GCSE English Language
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).
Bundle
GCSE English Grade 9-1 Paper 1 Resources
This bundle consists of 3 separate resources
Paper 1 Question 5 Descriptive & Narrative Writing Questions
This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response (although both tasks can be descriptive or narrative and this pack reflects that). I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess!
The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice.
Structural Features Game
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!
Scaffolded Descriptive Writing
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.
Online Distance / Home Learning - "Response Sheets" for GCSE English Paper 1
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.
8 Perfect Paragraphs - Scaffolded Creative Writing Using Structure
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: Nouns & Adjectives in Creative Writing
Context: Paper 1 Question 5 is the creative writing question where learners may be asked to write a description suggested by a picture or a story given its title. This lesson is designed to support building the skills needed for this question in a “low stakes” way by returning to nouns and adjectives.
This lesson recaps nouns and adjectives and how the latter modify the former. A well-placed adjective can change the way that a character in a piece of creative writing is perceived by the reader. This is the first step in that “discovery” – and one which will hopefully provide a little fun and discussion along the way.
Students begin by recognising nouns and adjectives and progress throughout the session to using them in a “story in a paragraph” – effectively the creation of some flash fiction!
This is very much aimed at learners using adjectives and nouns creatively, rather than spotting them in a text and explaining them. It is not hight stakes (and has a specially made Kahoot to go with it) so could be delivered as a cover class or at the beginning of an academic year while things are still “settling in”.
PDF of the files are included as well as editable versions.
GCSE English Language 9-1 Scaffolded Speech Writing - Whole Text Exercise (about Homework)
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.
MORE BTEC Online World "Do It Now" Revision Activities
The first set of this revision resource proved so popular among my learners that I had to make some more! So here they are…
These “Do It Now” activity sheets are designed for the BTEC Fist in Information and Creative Technology – Unit 1: The Online World externally set exam.
You have probably heard of “Do Nows” – brief warm-up activities that are usually at the beginning of a lesson to help students to start thinking. They are rooted in Dewey’s constructivist theory as well as Hinton, Fischer & Glennon’s active learning theories of student-centred learning.
These can take place in the usual “Online World” session but can also be used at the beginning of any IT classes when the Online World exam is coming up. I know how difficult it is to squeeze in mock exams so you could think of these as mini-mocks! They are designed to be quick (five minutes for the questions, five for the answers) and to provide a different revision and recall route for your learners. However, they could just as easily be given out as homework or used by individual students for short revision bursts.
Each activity sheet contains two multiple choice, one or two “explain” questions and two or three “true or false” statements. The latter does not exist in the exam as a question type but is intended here, to give students quick and easy definitions for course elements that regularly appear in the exams. Elements from all Learning Aims are included on each sheet wherever possible, but Learning Aims A & B are at the forefront. Answers are included, of course! This time round I have included a few network diagrams for learners to label, too.
As they are time-constrained they reproduce an exam-style atmosphere where students must spend five minutes silently working on the questions. The answers can then be delivered in a way that you choose, to best suit your learners. I tend to ask individuals the answers and choose them according to ability. This part of the activity can often provoke discussion which will help students recall the information again.
The activity sheets are formatted in PowerPoint – you can edit as you wish.
These activities have proven highly popular with my learners and I hope will with yours too!
Parts of Speech Poem - FREE POSTER
Here’s the old “parts of speech” poem you may already know (author impossible to find so I am assuming it is very old and in the public domain).
It is in A3 and A4 size (however only the A3 one is editable - the other is a JPG of the A3 one).
Anyway, cool as a poster in a quiet corner…
Pie Charts for GCSE English Language (Posters & Video)
Pie charts for GCSE English Language? But why? We hope these charts help to visualise how much the questions are worth, plan and re-evaluate revision and to work out just how much time should be spent on each question in the exams. Plus it’s a bit of fun - enjoy!
AQA GCSE English Language June 2018 Series Grade Breakdown Calculator
AQA EXAM ONLY. This is a spreadsheet for individual students who might want to keep a record of their marks per question - particularly useful if they are going to resit.
All you have to do is to type in the marks for each question and the spreadsheet will do the rest.
It calculates the final individual paper grade based on their separate bands.
It gives a percentage for each question (I find that easier to get my head around as I forget how many marks are available for each question and this means I don’t have to bother looking).
Of course it gives the final overall grade too!