<p>All Literature and Language AOs for AQA converted from the markschemes into 1-9 grades to use across the board from KS3 onwards, complementing your SOWs and allowing you to assess students right from Yr7 and intervene/stretch and challenge from the very beginning of their studies. Each GCSE level is colour coded to link to Bloom’s Taxonomy and sub-levels (A, B, C) can be awarded based on the number of bullet points the students achieve within the level.</p>

<p>KS3 and KS4<br /> AQA AOs<br /> Language extension questions: AOs 1-4<br /> Literature extension questions: AOs 1-3<br /> SPaG: AO5 and AO6<br /> Differentiated/colour coded for 1-9 grades</p> <p>I made this resource to tackle any text type for Language unseen extracts and the Literature texts. I also included SPaG questions for the Language writing sections. Students are given a pack of questions for the particular AO they are focusing on and draw out the correct colour for their target grade (or lower for scaffolding, higher for stretch and challenge). Every question universally applicable to any text. Each pack (particular AO) contains 4 or 5 questions for each GCSE level grouping (1-3, 4-6, 7-9). These are fantastic for extension activities, starters, plenaries, self/peer assessment or revision. I’ve included a photo of the Language AO4 pack to give you an idea of its contents.<br /> Students retrieve them when they have finished tasks or I set the questions as one of the activities outlined above.</p>

<p>3 lessons on structure with a particular focus on the pivotal moment.</p> <p>Lesson 1: Language Paper 1, Q3, unseen extract<br /> Lesson 2: Literature Paper 1, Macbeth (but could be adapted to another text), Act 1 Scene 7<br /> Lesson 3: Language Paper 1, Q5, transferring skills from previous lessons into own descriptive writing</p> <p>Lessons include:</p> <p>Resources<br /> DIN (Lesson 1 has crossover to AQA poetry, differentiated for both clusters)<br /> Starter<br /> Introduction<br /> Development<br /> Plenary<br /> Teaching and Learning activities<br /> Peer and self assessment<br /> Timings<br /> Differentiated tasks<br /> Challenge and Aspire outcomes<br /> Collaborative learning<br /> Mark schemes<br /> Literacy/SPaG activities<br /> Key vocab boxes</p> <p>I’m designing trio lessons for each aspect of structure so please have a look at my other resources (or keep checking for uploads if they’re not available yet!). Structure is an aspect of the new specs that students really struggle with, especially when it comes to employing it in their own descriptive writing; this compartmentalised approach for each structural device has proved very successful so far.</p>

<p>3 lessons on structure with a particular focus on characterisation.</p> <p>Lesson 1: Language Paper 1, Q3, unseen extract<br /> Lesson 2: Literature Paper 1, Romeo and Juliet (but could be adapted to another text), Act 2 Scene 2<br /> Lesson 3: Language Paper 1, Q5, transferring skills from previous lessons into own descriptive writing</p> <p>Lessons include:</p> <p>Resources<br /> DIN (Lesson 1 has crossover to AQA poetry, differentiated for both clusters)<br /> Starter<br /> Introduction<br /> Development<br /> Plenary<br /> Teaching and Learning activities<br /> Peer and self assessment<br /> Timings<br /> Differentiated tasks<br /> Extensions<br /> Challenge and Aspire outcomes<br /> Collaborative learning<br /> WAGOLLs/model answers<br /> Mark schemes<br /> Literacy/SPaG activities<br /> Key vocab boxes</p> <p>I’m designing trio lessons for each aspect of structure so please have a look at my other resources (or keep checking for uploads if they’re not available yet!). Structure is an aspect of the new specs that students really struggle with, especially when it comes to employing it in their own descriptive writing; this compartmentalised approach for each structural device has proved very successful so far.</p>

<p>I originally gave my Set 2 Yr11s 6 questions on 6 separate A3 sheets for a carousel revision activity. As they visited each table as a team, they weren’t allowed to repeat any interpretation that had already been written - they had to add another, thereby ticking the ‘multiple interpretations’ criteria for the exam. Higher level students were challenged to add their own interpretations rather than stick with the team decision.</p> <p>The lesson was one of the most productive revision lessons I’ve taught as the students were fully engaged and some of the answers were phenomenal having been forced to explore other ideas! I turned their scribbled responses into speech bubbles on a fresh, digital document and now use them with other classes for revision. And here they are!</p> <p>TEACHING IDEA: Cover up each statement with a post-it and have students write their own ideas in a carousel format onto the post-its, much like my original lesson. After that, have students reveal a statement underneath, one at a time, and discuss how far they agree with the student’s statement (exactly like Lang Paper 1, Q4 which you could then go into for a second, follow up lesson after this!). There is space on each question document (an empty speech bubble) for teams to add their own, finalised interpretation as they decide which one is best from all of the other teams and their own discussions.</p>