Firstly, this sheet quickly explains what fronted adverbials are and why they are useful. Subsequently, the students write sentences beginning with adverbs I have chosen. Finally, they write sentences beginning with adverbs they chose themselves. (See what I did there?)

I made this for use with middle and lower ability Year 9s. It is the complete story, but now and then are boxes with questions in about the text and room to write notes. It also contains a writing task which focuses on the use of direct speech.

Because Edexcel have not been too great about creating SAMs for the new IGCSE Language spec I decided to have a go myself. This one is a Paper 1 which closely follows the format of the SAMs. The unseen text is one from the old spec, and the Anthology Text is Beyond the Sky and the Earth. There are two writing questions, too, and the whole thing looks just like a real paper.

This is for students who know the whole film well, but who need to carefully prepare a few key scenes for the exam. This resource focuses on the Specialist Study Area of Narrative, and takes students through the structure of the sequence and the 5 elements of film. There is an essay title at the end, and a couple of sample paragraphs to show how they might tackle it. There is nothing on Ideology in this resource as I tend to teach that separately. It’s an electronic resource with boxes that expand as students type in them, but you could easily enlarge the boxes yourself, print it off and get them to write in it by hand.

Because Edexcel have not been too great about creating SAMs for the new IGCSE Language spec I decided to have a go myself. This one is a Paper 1 Reading Section which closely follows the foramt of the SAMs. The unseen text is one from the old spec, and the Anthology Text is H is for Hawk.

In my school, lower ability students only do Language at GCSE which leaves a little free time which we are starting to use to increase their media literacy, with the aim of increasing numbers for A Level Film Studies. This brief unit (which should only take a couple of weeks) builds on their existing knowledg of literary techniques, and uses extracts from ‘Kes’ to improve both their understanding of film and their creative writing. It involves: revising and using common literary devices; exploring the 5 elements of film form (as contained in the Eduqas spec); an analysis of how character and setting are established in the opening scene; narrative writing based on the scenes where Billy trains Kes; descriptive writing about an animal of their choice. It is written with Edexcel IGCSE Language students in mind, and is a great lead-in to the H is for Hawk Anthology extract. However, it could easily be adapted to suit any spec. It would also work well with bright Year 9s.

A worksheet containing three activites: writing interesting sentences , each beginning with one of ten given adverbs; using ambitious vocabulary in sentences; finishing sentences which contain semi-colons I devised it as a revision exercise for my Year 8, but it might work with older kids, too, if they are shaky on sentence structure and vocab.

This sheet is for use with Eduqas A Level Film students who have chosen to make a short film for their coursework. Once they have made an early rough-cut, you can use this sheet to give them some guidnace on where their work sits so far, and how they could improve it. I have boiled down the mark scheme to the key descriptors, and used the Excellent/Good/Satisfactory etc language from the Bands.

The mark schemes provided by the board are great, but they tend to be very specific to the questions in the SAMs and past papers. So I could issue a highlighted mark scheme to all my stdents, whatever the title I set, I pared the Eduqas schemes down to the bare bones. In other words, where an Eduqas Global Film scheme will mention the specific elements of film idenitified in the question, mine does not. I find that using these schemes makes the students very familiar with the recurring key words and phrases, and helps them target their responses more relevantly. I have also included a box at the bottom for you two write comments and targets, as well as the mark.

This is the full extract for the Edexcel IGCSE Language specification with boxes at various points for the students to write in. The boxes contain questions, prompts and ideas to help focus their notes on language and structure. I find them very useful in the classromm, espcially with lower ability pupils. They would also work really well for pupils forced to learn at home because of Covid outbreaks, for example.

This is the full extract for the Edexcel IGCSE Language specification with boxes at various points for the students to write in. The boxes contain questions, prompts and ideas to help focus their notes on language and structure. I find them very useful in the classromm, espcially with lower ability pupils. They would also work really well for pupils forced to learn at home because of Covid outbreaks, for example.

This is the full extract for the Edexcel IGCSE Language specification with boxes at various points for the students to write in. The boxes contain questions, prompts and ideas to help focus their notes on language and structure. I find them very useful in the classromm, espcially with lower ability pupils. They would also work really well for pupils forced to learn at home because of Covid outbreaks, for example.

This is the full extract for the Edexcel IGCSE Language specification with boxes at various points for the students to write in. The boxes contain questions, prompts and ideas to help focus their notes on language and structure. I find them very useful in the classromm, espcially with lower ability pupils. They would also work really well for pupils forced to learn at home because of Covid outbreaks, for example.

This is the full extract for the Edexcel IGCSE Language specification with boxes at various points for the students to write in. The boxes contain questions, prompts and ideas to help focus their notes on language and structure. I find them very useful in the classromm, espcially with lower ability pupils. They would also work really well for pupils forced to learn at home because of Covid outbreaks, for example.

A handout containing 36 examples of slang commonly used by soldiers in the trenches of WW1, plus their definitions. For example, ‘Barkers’ were sausages, because the the meat in them was thought to come from dogs. ‘Dead soldiers’ were empty beer bottles. I give these sheets to students who have just studied Journey’s End and ask them to write a short play set in the trenches in which the characters use some of the slang terms. It could also be useful when writing fiction or even non-fiction pieces about the war.

This is a copy of the poem, broken into clear, manageable chunks. After each section there are boxes with prompts and lots of space for notes. It can be used in class, but it is very useful for students working from home if, say, they have had to self-isolate…

This is a copy of the poem, broken into clear, manageable chunks. After each section there are boxes with prompts and lots of space for notes. It can be used in class, but it is very useful for students working from home if, say, they have had to self-isolate…

This is a copy of the poem, broken into clear, manageable chunks. After each section there are boxes with prompts and lots of space for notes. It can be used in class, but it is very useful for students working from home if, say, they have had to self-isolate…

This is a copy of the poem, broken into clear, manageable chunks. After each section there are boxes with prompts and lots of space for notes. It can be used in class, but it is very useful for students working from home if, say, they have had to self-isolate…

This is a 7 page booklet which: outlines the two choices available (short film or screenplay with storyboard) explains the four production briefs explains how to pitch the idea to the class/teacher It also describes in detail the steps they need to take, having had their pitch ‘greenlit’ to ensure their planning, and preparation are as good as possible beofre filming/writing their film. I have also included the list of films for the Short Film Study, which they need to refrence in the written evaluation at the end of the process.