Use this task as a starter or a plenary to guage your students’ feelings and thoughts about a topic/lesson/task etc. If you print 2 slides on A4 it still gives the students enough room to write a short response that can lead to a class discussion.

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

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 suitable for KS3 and KS4. The ppt includes 2 lessons (possibly 3 depending on the class’s ability) A starter A plenary (metacognitive task) A model (created by a student) Assessment criteria for students to use to develop the key skills A HW task A group task

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 lesson contains: 2 HWs A lesson starter Worksheets (using written and visual stimulation) A Plenary The goal of the lesson is to get students thinking about the following persuasive skills: Repetition; Rhyme; Humour Punning (play-on-words); Hyperbole (exaggeration); Metaphors/similes; Commands (e.g. telling people what to do

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 lesson uses ‘campaigns’ as the foundation for teaching persuasive writing techniques. The ppt includes: A starter A plenary Model answers Group tasks Planning tool Peer assessment template for assessment Notes for the teacher on the slides This could be stretched into two lessons.

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 zip file contains 2 lessons and a criteria sheet for the assessment of persuasive skills. It’s suitable for KS3 and KS4. Lesson 1 contains a starter, establishes the criteria to demonstrate key persuasive skills, explains a generic purpose (scenario) of 3 blog topics to choose from, a group thinking task using the 6 thinking hats and planning tools with a teacher model too. Lesson 2 contains a starter, the assessment criteria sheet (to be used in conjunction with writing time in lesson) and a plenary. Please excuse my cover image, I couldn’t get a better one to upload.

This is a basic cartoon/cloze task which requires students to think about the purpose and meaning of the triplet: writing to inform, explain and describe. It’s suitable for KS3 and KS2 but might be a bit basic for KS4.

A stand alone lesson that can be used as part of my Writing to Inform lesson (which are all available from my shop!). This lesson explores combining Writing to Inform with Writing to Explain to show the differences. Suitable for KS3 and KS4 The lesson includes everything you need: models starter and plenary suitable writing task which can be completed for HW ( if required). Enjoy!

This useful Writing to Inform & Explain A Self Assessment Checklist will help your students be independent writers and encourage them to develop their self editing skills. Suitable for KS3 and KS4.

Make it impersonal! This worksheet is a writing to Inform task where students have to adapt the style of writing from personal to impersonal. Suitable for KS3 and KS4

This is a writing to inform model with assessment criteria and space to grade it and respond.

2-4 lessons (depending on the class’s ability) based on the topics of appealing to an audience and using stylistic features to get the highest marks. The ppt contains everything you need: criteria sheet for indpendent writing starters and plenary HW tasks Worksheets Models Fun, engaging tasks and activities Suitable for KS4 or an advance KS3 class

The models enable students to compare a Grade 4 model with a Grade 8/9 model using student friendly criteria Suitable for KS4 and advanced KS3 classes

This lesson contains: a starter a plenary a model criteria HW task an essay structure presented in stages

A comical starter that can be deconstructed. Suitable for KS3 (upper set) and KS4

A fun quiz covering persuasive devices