A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A is an extract from Nellie Bly's 'Ten Days in a Madhouse' (19th Century Non-Fiction) Source B is a blog entry available on the Mind website: In Crisis, My Experience. (Link provided on slide) This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

A 46-slide PowerPoint that provides a short course in narrative and descriptive writing for GCSE. It is aimed at middle-ability KS4 and is oriented towards AQA English Language 8700, Paper 1, Question 5. The PowerPoint covers: The writing AO’s, unpacked and turned into 7 ‘yes’ or ‘no’ questions The structures of 8700 Papers 1 & 2 The difference between narrative and descriptive writing Descriptive techniques organised into the acronym MRS VAN SOAPS Descriptive writing success criteria Sample descriptive writing tasks (students choose 1 of 2) A teacher-written response (presented as an extract from a full response) Peer assessment Short story structure (Freytag’s Pyramid) Exploring Freytag’s Pyramid in relation to ‘A Christmas Carol’ Sample narrative writing tasks with planning activity Narrative writing success criteria Showing and telling in fiction 4 showing tasks with sample responses DIRT tasks Narrative choice: 1st or 3rd person with picture prompt activity Self-assessment Final writing tasks (descriptive or narrative) Peer assessment Reflection opportunity. This resource incorporates others that have previously been on sale in my shop, either in their current form or slightly tweaked. If you already have these but wish to purchase this unit of work, please contact me at and we’ll try to work something out. Resources also sold separately: https://www.tes.com/teaching-resource/descriptive-writing-techniques-match-up-activity-11749389 https://www.tes.com/teaching-resource/descriptive-writing-techniques-summary-mat-11747011 https://www.tes.com/teaching-resource/short-story-planning-flow-chart-11747165 These files were last saved in Office 2016.

A series of seven tasks promoting revision of Act One of 'Macbeth'. It includes: 1) Place the following events from Act One in order, numbering them from 1-12 2) In relation to Act One, suggest the significance of the following images: a crown, a baby, a sun, a pig, a serpent and a bell. (images provided) 3) Match the quotation to the speaker and then its significance. 4) Read Lady Macbeth's soliloquy (Act 1, 5) and complete the following tasks - identify the missing words - explain what is meant by the phrases in bold - identify the techniques that Shakespeare has used in the words/phrases that have been underlined. Suggest why Shakespeare may have used them. What do they bring to the play? 5) By the end of Act One, identify 2-3 things we have learnt about: - Duncan -Lady Macbeth - Banquo - Lady Macbeth 6) Complete the following table in relation to the 3 Witches (students should identify the scenes in which they appear, what we learn about them and whether Shakespeare presents them as good, evil or both. 7) Read this extract from Act One, Scene 5. How does Shakespeare present the relationship between Macbeth and Lady Macbeth? There is an answer sheet included which could be presented on an interactive whiteboard so that sample answers can be annotated/scrutinised against the literature mark scheme (this is available on the AQA website). The exemplar responses are aimed at middle-upper attaining students. These tasks could be set as homework to promote revision of some of the key moments in Act One.

Four moderately differentiated homework booklets for the study of ‘Macbeth’. Each booklet includes: A brief guide to the AQA 8700/8702 Language and Literature exams; The 8702 assessment objectives, translated into simpler English. A sample Macbeth question 11 extracts from the play, with similar activities for each (cover image gives an indication). At the end of each booklet is a brief revision and consolidation section. Booklet 5A is largely in font size 14 with line-spacing at 1.5. In the first section, you may need to edit the information about the Literature exam if your group is not studying ‘A Christmas Carol’. These booklets were last saved using Word 2016. UPDATE: this resource is now being sold with the accompanying answer booklet for the extract-based questions. The exemplar responses in this booklet are aimed at higher-achieving learners.

A 30-slide PowerPoint that aims to teach the concept of structure in fiction and how to respond to Paper 1, Question 3 (AQA 8700). The PowerPoint covers: An entry task based on a quotation from Stephen King The meaning of structure in fiction texts The difference between language and structure Key structural devices including: dialogue, repetition, first sentence/last sentence/narrative standpoint, sequence of events, focus, foreshadowing, foregrounding, analepsis, prolepsis, motif, zoom in, zoom out, cyclical structure, cohesion, symbolism and internal/external contrast. Students cut up a grid of terms and match the terms to their explanations. Some of these are self-explanatory. This activity should be done in pairs, although students should have their own copies for revision purposes. A sample response in relation to a Question 3 focusing on an extract from ‘The Hound of the Baskervilles’. Success criteria included. Freytag’s Pyramid of Dramatic Structure. Students add detail to a relevant diagram. Application of Freytag’s Pyramind in relation to the story of Little Red Riding Hood Application of Freytag’s Pyramid in relation to Paper 1, Question 3 Sample questions for students to complete. Two extracts provided are from ‘A Christmas Carol’ and ‘Jekyll and Hyde’. Sample responses to the Jekyll/Carol questions. Student read and judge against the success critera. An opportunity for peer assessment of their own responses Self-reflection. Given the emphasis on clear explanation of structural features, students should be working at or towards level 3 on the relevantAQA mark scheme. These files were last saved in Office 2016.

Aimed at middle-upper ability GCSE groups, this PowerPoint teaches the layout and language of a formal letter. It is oriented towards AQA 8700/2/Question 5 but could be adapted for other boards. In order, the PowerPoint contents are: A multiple-choice entry task AQA advice on features of format A sample AQA-style question. Students identify PAF and reflect on the importance of being mindful of PAF in relation to Question 5. Extension task included. The layout of a formal letter, which students copy. Extension questions included. Notes regarding the formal greeting and formal sign-off A re-cap on the features of formal and informal language. Students cut the features out, organise them under two headings and stick them into their books. An example response to the given question. Students read and identify different features (differentiated) An opportunity for independent writing, with success criteria provided. Peer assessment and self-reflection. These files were last saved in Office 2010.

A two-page guide to writing a discursive essay. The topics covered are: The purpose and content of the introduction The role of topic sentences Different forms of evidence Concluding sentences The use of counterargument The content and purpose of the conclusion This revision sheet is suitable for upper-ability learners at GCSE.

A sample essay in response to an AQA 8700, Paper 2, Question 5-style task. There is a teacher copy and a student copy. The latter is littered with deliberate errors for learners to identify and correct. It is aimed at middle-upper ability groups and the question could be adapted to be relevant to other boards. It could be used as a homework activity or a lesson starter to draw attention to the need for checking for spelling, punctuation and grammar.

A full lesson on GCSE discursive essay writing for lower ability learners. The PowerPoint covers: The purpose of a discursive essay, with a sample question that learners are encouraged to ‘break down’. This includes an extension question. Planning a response + extension question Structuring a discursive essay PEA paragraphs in a discursive essay Counterargument A sample response for annotation + extension activity An opportunity for learners to produce their own responses A peer assessment activity Self-reflection The lesson was produced with AQA 8700/2 in mind but could apply to other exam boards. These files were last saved in Office 2016.

An extended lesson on writing a discursive essay, aimed at middle-upper-ability GCSE. It covers: The assessment objectives for writing (learners should put these in their own words) What is a discursive essay? Planning in full and planning in the exam A planning activity to carry out in pairs, followed by feedback The structure of a discursive essay Different ways to start a discursive essay An example introduction, internal paragraph and conclusion The importance of linking paragraphs The importance of using evidence and different forms of evidence A final writing task Self-reflection The whole powerpoint is likely to last over an hour. The sample paragraphs are also included on a separate sheet so learners can annotate them. There is reference to AQA 8700/2/Question 5 but it could be adapted to other boards. These files were last saved in Office 2016.

An extended lesson on writing the text of a persuasive speech, aimed at middle-upper ability GCSE groups. The lesson covers: The purpose of a speech AFOREST techniques inc. a cut-up, match and stick activity Links to example speeches (differentiated for ability) A speech-writing task (differentiated for ability) I would set aside about 2 hours for these activities in total, with approximately 45 minutes dedicated to independent writing. This lesson is not tailored towards any particular board but provides learners with an understanding of what is required when writing a persuasive speech. These files were last saved in Office 2016.

A collection of extracts from Canonical 19th Century fiction texts. Could be used as a basis for GCSE reading/writing practice questions.

This Paper 2 exam practice is based on two texts on the theme of women in the workplace. There are all five questions in the style of AQA 8700/2. The sample answers to the reading questions are on an Active Inspire flipchart. You should ensure that you have access to this software before downloading.

This lesson is based on the regular Guardian feature ‘A Letter to…’. I have found that it generates some very emotive and well-written pieces, even from the slightly more disengaged. Students read an example, highlighting the areas of strength, before composing a list of their own success criteria. The writing task is to produce their own ‘letter they always wanted to write’ with an opportunity for peer assessment later. The peer assessment is based broadly on the mark scheme for AQA 8700/2 Question 5, but can be adapted for different boards. This file was last saved in Office 2016.

A short unit of work that helps to prepare learners for AQA GCSE English Language Paper 2 (8700/2). Source A is an extract from ‘White Slavery in London’, published in 1888. Source B is an article published in 2013 about working conditions in an Amazon warehouse. A link to this is text is provided. The powerpoint contains questions 1-4, each with its own sample answer. If you can obtain a copy of the Paper 1 mark scheme, you may wish to ask learners to mark the sample answers provided. These files were last saved in Office 2016.

An introduction into Victorian morality. Useful in the pre-reading of Jekyll and Hyde and other 19th Century novels.

This is an extended response to the question, 'How does Priestley present the theme of Capitalism Versus Socialism in An Inspector Calls?'

This is an annotated copy of Chapter Ten of ‘Jekyll and Hyde’. The annotations cover some of the more complex terms and historical and biblical references. In order to view the annotations, you will need to ensure that your version of Adobe Acrobat Reader is fully up-to-date. Hover your mouse over the ‘speech bubbles’ to display the annotations. Additionally, ensure that you display the files from Adobe Reader or similar and not your browser.