This is 1-2 lessons (depending on the pace and the depth of learning required at each step) for KS3 or a low KS4 class. The lesson includes: a starter a plenary several models for comparison HW task

This sheet is useful for making the teaching of persuasive language more realistic for students. Suitable for KS3 but it is also useful for bottom set KS4 groups

This evaluation is designed to be used during the creation process or after the task is completed. It can be used with any writing to inform task and can be adapted. Suitable for KS3 or KS4.

This ppt is 1 1/2 to 2 lessons. 2 full lesson if you’re teaching a lower set because it includes a writing in practice task. It introduces the genre ‘writing to inform’ by engaging students in tasks that see them deconstruct and evaluate language, presentational layout and presentational features. This lesson leaves plenty of room to build upon this genre and is purely meant as an introduction only. The lesson includes group work, paired work and individual tasks. Also included is a: starter plenary HW task Model PEE

This worksheet includes 2 HW tasks. One is a reseacrh task and one in an editing SPaG task that requires students to also add more informative detail. Good for either KS3 and KS4.

This workbook accompanies the Private and Peaceful SOW on my author page.

This resource provides you with the long term plan for teaching the new 2015 AQA English Language and English Literature Specs. This is a good starting point for new HOD or experienced ones looking for a new learning plan for the transition from Year 9 into KS4. Each plan provides teachers with a schedule of what to study each term and includes language and literature ideas. All that is need is are the SOW. I hope they help!

This ppt includes the 20 topics based on the novel “Private and Peaceful”. It is a SOW suitable for KS3 (or an advanced KS2 group) Each topic contains: lesson notes on the slides starters plenaries extracts from the novel with directed reading tasks WW1 poetry WW1 letters and recruitment posters comprehension writing tasks (PEE) Imaginative writing tasks Group work, paired work and individual tasks Enjoy!

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

This is a very useful resource for building up your students’ poetry analysis skills. It can be used in the following ways: group work (cover work) group work leading to a group presentation of an unseen poem Individual preparation for a timed essay Homework Class discussion It is suitable for KS3 and KS4.

This resource is to aide and reduce your marking and improve your communication with pupils about their progress. They’re pupil friendly sheets that also contain an area where students can respond to the teacher’s marking to develop clarity between teacher feedback and student progress. The assessment/criteria sheets focus on the following topics: Key Stage Three and Key Stage Four Criteria sheets for: Shakespeare, 19th Century novel (the criteria can be adapted for any novel), Modern Drama (any play) Key Stage Three and Key Stage Four Criteria sheets for: Writing to Argue/Persuade Self Assessment Criteria and Writing to Describe Self Assessment Criteria Key Stage Four Criteria sheets for: AQA GCSE English Language section A Q1-2, AQA GCSE English Language section A Q3-4, AQA GCSE English Literature: ‘The Merchant of Venice’, AQA GCSE English Literature: ‘Dr Jekyll and Mr Hyde’ and AQA Modern Drama( English Literature): ‘Blood Brothers’ I hope they help!

The stickers are for the front of students’ exercise books. This resource is used for displaying a student’s success (good explicit displays for Ofsted and Dept reviews) recording each year group’s success. You record the student’s GCSE target and record their achievement throughout each SOW to display their progress. Each year group’s topics (featured on the stickers) are as follows: 7 Gothic Literature / Detective Fiction Creative Writing Poetry – ‘Poems from Other Cultures’ or pre-2015 AQA anthology Shakespeare – ‘Romeo and Juliet’ Non-fiction – Language paper 1 & 2 section A practice Summer revision and exams 8 Poetry – ‘Reflections’ anthology 19thCentury novel – ‘A Christmas Carol’ Modern Drama – teacher’s choice Non-fiction Study – (autobiographies & travel writing & teachers choice of topic based on current affairs) Shakespeare – ‘Hamlet’ Summer revision and exams 9 Creative writing (exploring viewpoints) in Victorian short stories Shakespeare – ‘Othello’ Contemporary poetry – AQA anthology (pre 2015) 19th Century novel – ‘Alice in Wonderland’ Language paper 1 & 2 section A – practice questions Summer revision and exams 10 Creative writing (creating a viewpoint) Shakespeare – ‘Merchant of Venice’ Contemporary poetry (current AQA anthology) 19th Century novel – ‘Dr Jekyll and Mr Hyde’ Language paper 1 & 2 section A – practice questions Summer revision and exams I hope it helps!

This is a very basic model demonstrating what to include in a basic programme of study/plan. It still needs assessment objectives and a rationale, but it might be useful as a starting point for a new HOD if he/she is stuck for ideas.

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 or timed (in class) essays that form part of exam preparation revision.

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 or timed (in class) essays that form part of exam preparation revision.

This resource is suitable for KS4 assessments as part of timed essay writing skills and exam preparation in lessons. It can also be used with KS3 classes if you want to prepare them for the GCSE exam process too. It is adapted to AQA’s Literature and Language programmes of study connected to the new 2 year linear course of study.

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 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 or timed (in class) essays that form part of exam preparation revision.

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 or timed (in class) essays that form part of exam preparation revision.

PLEASE NOTE: this lesson can be bought and used in isolation or as part of a bundle for sale on my TES Author’s Page. This is for KS4 (but it could be used to stretch a very able KS3 class). The ppt contains: a HW task a starter (group task) 2 x models of successfully emotive persuasive writing for group work Peer assessment proforma