Suitable for self assessment, peer assessment, teacher assessment.<br /> Created for KS3 but could be adapted for KS4 support.<br /> <br /> This numbered checklist sets out what a student should be aiming for in analytical writing (e.g. analysing the presentation of a theme, character, structure etc). Each area is coded with a number. SPAG targets are also included.<br /> <br /> It's also a good resource for reducing marking workload: use the numbers as codes for marking; they are multi-purpose and can be used as WWW (What Went Well) or EBI (Even Better If). Students can then copy down the targets in full either from their own copies or the checklist displayed on the board. <br /> <br /> Useful for Life After Levels (could be used to identify emerging, developing, mastery of different analytical skills).

A detailed summary for teaching of 'language and sexuality' topic as part of sociolects for English Language A Level. I designed it for Paper 2 Language Diversity and Change for AQA or can be used for another exam board. <br /> I have used this to inform my teaching and planning and also as a handout for sixth form students for their revision.<br /> Includes:<br /> - theorists and studies<br /> - key terminology<br /> - debates and viewpoints<br /> - recommended reading list with links to online copies where available

A detailed summary for teaching of the 'language and age' topic as part of English Language A Level. I designed it for Paper 2 Language Diversity and Change for AQA or can be used and adapted for another exam board. <br /> I have used this to inform my teaching and planning and also as a handout for sixth form students for their revision.<br /> Includes:<br /> - theorists and studies<br /> - key terminology<br /> - debates and viewpoints<br /> - recommended reading list with links to online copies where available

For students in Year 10/11 preparing for non-fiction writing. <br /> A powerpoint presentation and a collection of sources based on the issue of doping in sport, leading towards students writing their own question 5-style newspaper article responding to a statement about the topic. <br /> Using the sources for group work and discussing the topic as a class allows students to begin forming their own opinions on the issue so they can react to the statement confidently and write their response. Information about question 5, what the markscheme calls for, and a section of an example response to analyse, are included too. There is an opportunity for a class vote on aspects of the statement to further engage students in the topic.