AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW. We Do: teacher model on the last slide.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

3 pages of clear, summaried CPD on ‘How to motivate reluctant writers in the classroom.’ Focuses on low self-efficacy. 12 Practical solutions and tips for classroom practitioners.

A comprehensive list of practical solutions for English teachers with blind and visually impaired students. This resource comprises of 3 pages. Activties for creative writing. Guidance on best practice. Suggestions for school and SEND.

Important Note: this lesson’s exert isn’t from a past AQA Paper 1. The question this lesson contains is: ‘How does the writer use language to describe the moment Winston begins to write.’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

The question this lesson contains is: ‘How does the Alice Walker use language to describe the setting?’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q4: Evaluate the writer’s methods. Note: Students will need to have completed Q2 & Q3 (or have spent time labelling the extract for Dickens’ use of language devices & structural features) in order to have a solid understanding of the lesson. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q4. SEND / dyslexia friendly. Teacher guidance on slide 1. Contains a top Q4 answer. PEER REVIEW.

Revision lesson on AQA Paper 1, Q3: How has the writer structured the text to interest the reader? For copyright reasons, I can’t share the extract but it can be easily found online. Starter activity on OFFICES and Freytag’s Pyramid. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q3. SEND / dyslexia friendly. Teacher guidance on slide 1. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.