BUSK (box, underline, structure, key points) The first sheet is used by students to structure their answers in higher tier, Edexcel P2, 6 mark questions. The second sheet is for students to self/peer assess their work. Questions have been taken from 2014-2012 papers I have created the same style sheet for C1, C2 and C3, These are free to download, with 3000 downloads and 5* reviews. P1, P3, B1, B2 and B3 to follow. Please do leave a review

BUSK (box, underline, structure, key points) The first sheet is used by students to structure their answers in higher and foundation tier, Edexcel B3 and P3, 6 mark questions. The second sheet is for students to self/peer assess their work. I have included JPEGs of these files to show you what the resource looks like. TES does not show previews of Publisher files. I have created the same style sheets for C1, C2 and C3, These are free to download, with 4000 downloads and each with 5* reviews. Please do leave a review

Spreadsheet to provide some support in converting from A*-G into 9-1. It covers what used to be core/additional/triple papers and higher and foundation At present, I have used DfE guidance about the percentage of students that will achieve each new grade to approximate the grade boundaries.

BUSK (box, underline, structure, key points) The first sheet is used by students to structure their answers in higher tier, Edexcel P1, 6 mark questions. The second sheet is for students to self/peer assess their work. I have included JPEG files so that you can preview what the document will look like (TES does not show previews of Publisher documents). I have created the same style sheet for C1, C2 and C3, These are free to download, with 4000 downloads and all with 5* reviews. Please do leave a review

Actual student responses to the Edexcel 6 mark questions for June 2015 Exams. I have used these with students, providing them with the marking schemes and asking them to mark/annotate each one. Some of the response gained zero marks. I have included these as it helps students to understand what gains marks and what doesn't. The marks are from the exam board (and have been through the remarking process) so should be correct.