Another handy resource and lesson based on the theme of ‘Schools in Literature’ and the use of RHETORICAL QUESTIONS at KS3 Level (Year 7). Particular focus on SPAG, various differentiated tasks with reference to the poem ‘First Day at School’ by Roger McGough.

An easy to use, step-by-step tutorial/introduction for KS3 students on how to produce an effective PEE Paragraph in preparation for any Reading Assessment Task. Particular focus on selected extracts from the novel ‘Holes’ by Louis Sachar (students do not need to be studying the novel itself). Includes Useful Vocabulary to Explain students’ responses and a sample PEE Paragraph.

A great KS3 PowerPoint resource based on understanding and recognising ADVERBS in relation to the theme of ‘All the World’s a Stage’. Particular focus on a related SPAG task, a lesson based on where ADVERBS are usually positioned in given sentences; recognising them in the poem ‘The Acrobat’ by Melanie Henderson and finally producing poems using ADVERBS based on a hobby or personal experience.

An easy-to-follow PowerPoint Lesson/Presentation focusing on IDENTIFYING and DESCRIBING the EFFECT of ALLITERATION in POETRY. Includes a SPAG activity (KS3 Level), EXAMPLES of relevant POEMS together with various TASKS and CHALLENGES based on ALLITERATION. Students are finally given the opportunity to create their own POEMS using ALLITERATION with the help of a choice of given topics.

A handy resource and lesson based on understanding and recognising NOUNS (COMMON, PROPER and ABSTRACT) and the theme of ‘Schools in Literature’ at KS3 Level. Particular focus on SPAG, various differentiated tasks with reference to the poem ‘Dunce’ by Robert William Service.

TWO Eduqas GCSE English Language, Component 1 Practice Examination Papers (20th Century Literature Reading and Creative Prose Writing). Typical examination questions based on both Sections A and B with close focus on both the READING and WRITING requirements of this component (Section A and B). Questions assess A01, A02, A04, A05 and A06 in accordance with the expected Eduqas examination criteria. These can be used as MOCK papers as part of students’ revision in preparation for the examination.

TWO more Eduqas iGCSE English Language, Component 1 Practice Examination Papers (20th Century Literature Reading and Creative Prose Writing). Typical examination questions based on both Sections A and B with close focus on both the READING and WRITING requirements of this component. Extracts in Section A are based on the novels ‘Through the Tunnel’ by Doris Lessing and ‘The Outsiders’ by SE Hinton. Questions assess A01, A02, A04, A05 and A06 in accordance with the expected Eduqas examination criteria. These can be used as MOCK papers as part of students revision in preparation for the examination.

Includes COMPREHENSION QUESTIONS and an easy to follow PEE WORKSHEET based on the novel ‘Stone Cold’ by Robert Swindells. Aimed at Lower Ability KS3 Classes with particular focus on Ginger and Link (Chapters 8 and 9) and their battle to survive on the streets as homeless people during the cold, winter months.

A comprehension activity based on the short story by Isaac Asimov ‘The Fun They Had’. Includes a copy of the text followed by comprehension questions to test and extend students’ overall understanding. Suitable for KS3 classes and students who are focused on the theme ‘Schools in Literature’ or the genre ‘Science Fiction’.

Another NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). This time Section A focuses on the THEME of ‘HOT AIR BALLOONING’ and includes an 19th CENTURY AUTOBIOGRAPHICAL EXTRACT from the book ‘Travels in the Air’ written by James Glaisher and a 21st CENTURY ONLINE NEWS ARTICLE published in ‘Travel Destinations’ in ‘The Telegraph’ based on the DANGERS of BALLOON FLIGHTS. Includes typical EXAMINATION QUESTIONS on BOTH texts. Section B focuses on the same THEME and students are expected to write both a FORMAL LETTER and a REVIEW accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

A series of COMPREHENSION QUESTIONS based on the poem ‘Mametz Wood’ by Owen Sheers. Useful to check students’ understanding after annotating the poem in class. Includes a copy of the poem and relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

Another NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on the THEME of political oppression and includes Frederick Olmsted’s Observations for The New York Times based on Life on a Southern Plantation in 1854 and a 21st CENTURY News Article written for The Guardian based on Hakim Bello’s experience as a refugee fleeing Libya. Section B focuses on the same THEME and students are expected to write both a Letter and a Magazine Article accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

A selection of 6 useful resources to help students to create an INFORMAL LETTER and a LEAFLET based on the theme ‘A Call to Action’ with particular focus on animal cruelty and care. The LETTER focuses on a letter to a friend describing how students have just rescued an abandoned puppy in their area and the LEAFLET is based on giving ADVICE to people who are thinking of owning a pet. Includes an RSPCA online ARTICLE and a LEAFLET based on dogs who have been mistreated, a LEAFLET ANALYSIS worksheet, a MODEL EXAMPLE of an INFORMAL LETTER and a LEAFLET TEMPLATE, recommended STRUCTURES, PLANS, LAYOUT, DESIGN and relevant PRESENTATIONAL FEATURES, useful CONNECTIVES/PHRASES, what to include in a leaflet, and final WRITING ASSESSMENT FEEDBACK SHEETS. Suitable for all KS3 students and can be adapted to suit all abilities.

A Writing or Speaking and Listening Assessment Task based on Argue, Persuade and Discuss. Includes an article which argues FOR Corporal Punishment in Schools, a Power Point tutorial which focuses on Arguments FOR/AGAINST Corporal Punishment in Schools, Alternative Forms of Punishment, Examples of Model Paragraphs to show Agreement and Counter-Argument using Persuasive Devices, Useful Connectives and Paragraph and Sentence Starters plus how to structure a convincing letter in response to the article. A great resource in preparation for iGCSE Cambridge English Language Coursework, Assignment 3 or any other task which focuses on Writing or Speaking and Listening based on Argue, Persuade and Discuss.

A series of COMPREHENSION QUESTIONS based on the poem ‘The Manhunt’. Useful to check students’ understanding after annotating the poem in class. Includes relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Sonnet 43’ by Elizabeth Browning. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

FANTASTIC, EASY-TO-FOLLOW resources for KS3 students in preparation for a READING ASSESSMENT based on the novel ‘Abomination’ by Robert Swindells. Particular focus on the question: ‘How does Swindells reveal sympathy for Martha in the novel?’ This includes an outline of the MAIN THEMES, an EXAMPLE of a PEEZER Paragraph, useful VOCABULARY and a suitable READING ASSESSMENT PLAN to STRUCTURE students’ RESPONSES successfully.

Another new Eduqas GCSE English Language, Component 1 Practice Examination Paper. Section A focuses on an extract based on the novel ‘Through the Tunnel’ by Doris Lessing. Both Sections A and B contain typical examination questions based on the requirements and assessment of A01, A02, A04, A05 and A06 in accordance with the expected Eduqas English Language Component 1 examination criteria.

Another easy-to-follow, fantastic Powerpoint Presentation based on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 9 class. Includes an EXAMPLE of a DIARY ENTRY written by George (sharing his thoughts and feelings about Lennie after they ran away from Weed and arrived in Soledad) and students are given the opportunity to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Students finally create their own IMAGINATIVE diary writing imagining they are Lennie using the FEATURES and TECHNIQUES they have learnt so far.