PPT with variety of activities for 2 lessons on descriptive writing. Focus on analysis of model paragraphs, creating and redrafting work. Created for resit GCSE students but easily adaptable to other lessons and stages.

Set of resources for revision for GCSE English Language revision (AQA). These can be used independently, or worked through together as lesson practice. The workbooks contain various activities to make the students carefully consider the mark scheme and each question on the exam. I use these effectively in sessions by printing them into A5 workbooks, with students beginning with a “brain dump” and quiz for knowledge retrieval. Students then work through activities analysing model answers and redrafting answers applying their knowledge of the mark scheme. A copy of the brain dump is included at the back for them to make reference to. There are also two revision guides that complement these workbooks. They were designed for resit students aiming for a Grade 4/5 but are easily adaptable for different students.

A booklet containing information about the key aspects of GCSE ENglish Language for AQA. It was printed in A5 and used by students in lessons to refer to for quick guidance about some of the key areas of the exam. This was created for GCSE resit stduents focused on Grade 4/5 however it could be adapted for higher level learners, or for alternative exam boards

Analysing the effect of language in the text “Whisper”. Designed for AQA but adaptable for any lesson focused on langauge analysis. Created for GCSE resit students, with variety of differentiated activities to support and stretch learners.

An introduction to some types of narrative endings, using film clips and a short story. Lesson key questions are: What are some types of effective endings? Why are tenses important in narrative writing? How can I improve my own narrative endings?

Focusing on analysing language within narrative openings and how to use this within their own writing. The lesson key questions are: What different ways narratives can begin? What different techniques writers can use to engage a reader? How can you use this to create your own narrative opening to engage a reader? Included is a PPT with voiceover that can be useful for remote learning.

Lesson introducing Growth Mindset to students, encouraging them to reflect on their own mindset and how to change it. Includes a PPT with voiceover that can be useful for remote and distanced learning.

An introduction to evaluation and evaluating texts. Designed for AQA English Language Paper 1, Question 4, but concentrates on the general skills using film clips and an extract from War Horse.

A complete lesson introducing key terminology for language devices. It uses clips, song lyrics, and famous quotes to engage learners and reinforce the names of the different techniques. There are various interactive activities, and it is easily adapted. The lesson plan is included for guidance

Using an extract from War Horse to analyse language. This was designed to be used at the beginning of the year, so is just focusing on basic concepts for analysis. It is good to introduce how to approach analysis with a fiction test. Designed for the 8700 AQA English langauge specification but easily adaptable

An introduction to analysing language, introducing some key terminology and methods to analyse writers effects. This was designed for the 8700 AQA English language specification but is easily adaptable for all.

Lesson introducing the concept of inference and exploring inference in a text. Designed for AQA GCSE, but as it is just an introduction it is generic and easily adaptable

Lessons designed to assist GCSE students with writing a speech. The first lesson generates some discussion and recognition of features of a speech, with the second lesson focusing on the students creating their own speech. This was designed for IGCSE but can be used for any sessions

A rainbow that can be used with students to approach questions about analysing structure in text. An interactive version with more detail can be found at: http://prezi.com/cgouewhfzrlo/?utm_campaign=share&utm_medium=copy

Designed for the new AQA GCSE Paper 1 Question 3. This acronym could be used to help students tackle the structure in a extract of text.

Various resources to be used beside each other to track students progress. They were developed for students doing a GCSE resit in further education, but can be easily adapted. They can be used to allow students to reflect about their own progress and abilities, and also could increase motivation as the students can clearly see how far they have come. They have great use for the teacher as well as they can use them to monitor the students ability, and can address students in the "red" and "amber" zones effectively. - The "Goal" document can be used at the start of the year for students to relate the importance of their subject area to other extrinsic goals, something that can be referred to when the motivation towards the subject wanes. - The "Tracker" sheet can be used in each lesson so students are aware of the lesson objectives, and can reflect on the success of the lesson. - The "Feedback" sheet can be used when marking students work. Giving them a "mission" and a "medal" allows them to have targets for their work, but also builds confidence as they can clearly see where their strengths lie. - The "Progress" sheet can be used alongside the feedback sheet. By completing this students not only have a clear record of their strengths and targets, but it also ensures they read any feedback given carefully. At the end of each term (or half term) students can complete the back of the sheet reflecting on their own progress. It also has space for them to evaluate the lessons and the teacher, which can be used as part of your own reflective practice. The RAG ratings each week can be recorded by the teacher in a separate spreadsheet to track the students ongoing progress. Any feedback greatly recieved

A lesson to revise writing for IGCSE English exam, but can be adapted to apply to general writing skills.

A speaking a listening resource using clips from TV programme; Feltham sings. The timings to use for each clip is shown in the resources labelled "Feltham Sings". It is a good activity for Functional Skills Entry 3/Level 1 students, allowing them to practice their skills of listening for important information, and also develop a discussion from this.

Lesson to introduce the future tense. Originally created for ESOL students on Entry 3/Level 1 but can be adapted to be more challenging for Level 2 students.

Powerpoint outlining PEEL paragraphs. Was used for GCSE English Language focusing on war poetry, however can be adapted to any PEEL paragraph topics