A quick and easy way to give VERY SPECIFIC feedback without copious amounts of writing. Simply glue the sheet in under the student’s work. Tick the relevant criteria, set targets quickly and ensure the student has read your marking by getting them respond to in the student response section. This assessment sheet is ideal for marking drafts and final copies of exam preparation essays. It can be used with KS3 and KS4. It corresponds with the FAR marking policy = Feedback - Action -Response. i.e. Stage 1: The teacher gives FEEDBACK using very specific criteria which should be shared with students before the assessment takes place. Stage 2: The teacher uses the criteria to specify which ACTIONS the student needs to take to get to the next grade. Stage 3: The student writes a written RESPONSE to the teacher’s comments about the ACTIONS required to reach the next stage. It’s very useful for showing progress, communicating attainment on HW forms part of exam preparation revision.

What is this resource? A creative writing resource for KS3 or low ability English Language groups (KS4) , SEN or EAL classes, Literacy Suport Sessions. The resources uses sounds, visual images and writing models to support the teacher and the students **Who is it for? ** KS3 Low ability English Language groups EAL classes Literacy Suport Sessions SEN groups What’s included? Starter Activities Model Answer with glossary Basic extension and differentiation Plenary Follow-on lesson ideas Curriculum links? Literacy Support Sessions EAL lessons SEN lessons

This resource is for an advanced KS3 class or a KS4 class. This ppt includes: A starter A plenary All lesson tasks - including a writing task Please note, you’ll need to Google a copy of the poem.

This is a powerpoint is a one off lesson that revisits some key poetic devices and demonstrates how to use a venn diagram to compare two poems before writing about them. Suitable for KS3 and KS4. It includes a starter and plenary, guided reading/analysis questions and basic ’ introduction’ skills.

This year long Programme of Study is based on a study of the new linear GCSE English Course. This long term plan reflects the new GCSE Linear Exam Assessment Objectives. Students will be assessed on: Responding to GCSE fiction and non-fiction text extracts exploring creative writing based upon GCSE literary non-fiction text extracts Exploring Shakespearean tragedy: the study ofeither Macbeth or Merchant of Venice Exploring contemporary poetry: contemporary poetry (AQA Anthology) The study of the 19th century novel - the teacher’s choice Exploring and developing a viewpoint A mock GCSE summer exams It also includes: activity suggestions lesson content suggestions exam structures a map of the assessment objectives for the whole year links to AQA’s GCSE exam frame and criteria It is ideal for new HoD, departments without a HoD, or HoDs who are seeking a fresh perspective or Programme of Study. Enjoy!

This is 2 lessons - one for learning and preparation and one for writing practice using the genre. The lesson is for KS3 or KS4. It’s differentiated and features annotated deconstructions of the genre and persuasive techniques. The lesson includes: a starter (bingo) a plenary 2 models from travel agents writing criteria a HW task

Here are two posters - on is based on the features of tabloids and the other on broadsheets.

Suitable for Year 6, Year 7 (or possibly 8), this resource explores first person narrative and autobiographies from various perspectives: views of family members, memorable moments, first day at school, giant leaps in life, diary-style autobiographies and accounts from victims of civil war. There are extracts from Roald Dahl, Ishmael Bear, Pink, Anne Frank, Victoria Beckham, Michelle Obama and several others. Each lesson contains starters, plenaries, study tasks, group or paired work, reading or writing tasks, glossaries for all reading tasks. Homework is also included. Some classes might need longer periods for the writing tasks. No additional planning is required. There are 20 lessons (including additional writing lessons – if required)

This is a bank of 26 lessons (or more depending on the time provided for the two writing tasks) that explore detective fiction using extracts from Agatha Christie and Arthur Conon Doyle. There is also one extract from Wilkie Collins’ “Woman in White” as this is a useful SOW to proceed the teaching of novel, “The Woman in White”. Each lesson contains: a thinking starter a thinking plenary a writing or reading task (including poetry) group work, paired work or individual work open ended tasks where more able students can be extended while those in need of differentiation can also be supported using the numerous resources provided The writing tasks in the unit are based on writing a detective story and a film review of the Sherlock Holmes film. The students are also given the chance to compare and contract TV detectives from the UK and America and extracts from Perry Mason and Murder She Wrote are hyperlinked for easy use. There is a workbook to accompany the SOW. Enjoy!

What is the purpose of this resource? To enable pupils to immerse themselves confidently in reading by teaching them how to process subject matter as they read and equipping them with the tools to assimilate the text’s content Why would I want to use this resource? To enable pupils to become competent readers that: Engage fully with a text at the word and sentence level and use that information to make sense of the text’s composition and its effect on the reader; Recognise and understand that texts comply with generic structures, and as a result, are created for particular purposes and have identifiable audiences; Appreciate that a reader’s interpretation of a text depends on their life experiences and also any previous reading experiences that they can bring to the table; Comprehend that texts are structured in specific ways to convey meaning, and that over time, regular readers will be able to perceive and predict these generic patterns – even in unfamiliar texts; Understand the importance and impact of textual features such as pictures, font types, layout and the semantic field (i.e. the author’s specific choice of language); Ask questions of all texts before, during and after reading.

What is this resource? Two fully planned lessons that include thinking tasks, starters, lesson resources (e.g. reading, writing and peer assessment tools) and plenaries These two lessons could easily be extended to 3-5 lessons depending on the ability range of the group being taught. Plus, if the teacher includes the creative writing task they want the class to complete at the end of the these lessons, it will result in a week of work. It should be used at the beginning of a learning phase on “Creative Writing” as a recall task or as a developmental task teaching students the key elements of basic “Creative Writing” **Who is it for? ** KS3 and KS4 English What’s included? Thinking tasks Starters Activity Resources Plenaries Curriculum links? English and Literacy Support Lessons (KS3 and KS4) Practical Tips? It is to be used in conjunction with a creative writing task where students are required to write independently after the lessons using the skills that have been covered on these slides.

This is a summary sheet that can be glued into the students’ exercise books after the Mocks. It’ll help them form targets.

For the post Mocks period. This sheet can be used as an in-class self assessment after a mock of AQA’s “Paper 1: Explorations in creative reading and writing” or as a HW task after a mock of AQA’s “Paper 1: Explorations in creative reading and writing”.

This sheet can be used as an in-class self assessment after a mock of AQA’s “Paper 2: Writer’s Viewpoints and Perspectives” or as a HW task after the Mocks.