Some very basic/rudimentary tasks for students to complete to practise for the new CCEA GCSE ENGLISH LANGUAGE paper: Paper 1: Section A: Writing for Purpose and Audience.

CCEA GCSE English Language Paper 1 Section A: Personal Writing PowerPoint with sample A* paragraphs

resource 1: Sample response for analysis of the free ‘Black Crow Conspiracy’ resource available as a sample GCSE ENGLISH LANGUAGE PAPER 1 RESOURCE: SECTION B: READING TO ANALYSE MEDIA TEXTS: TASK 4 and a sample answer for Task 5. resource 2: Mark Scheme for The Black Crow Conspiracy Book Cover - modelled after the CCEA MS but missing the assessment matrix - found easily in their SAM materials or PPQ Mark Scheme (if it has made its way onto the website yet!) resource 3: Mark Scheme for Something Nasty in the Woodshed - also modelled after the CCEA Specification mark schemes. Resource 4: Mark Scheme for Thick as Thieves

Hi all, Here is a compilation of some mark schemes made for sample Media Text Mocks I also compiled a while back. I’ve included the mocks just in case you can’t locate them on my shop. Hopefully this makes marking easier - it also is a good basis for creating sample PEE chains with the students. I use it with the sample matrix that CCEA provided in the SAM document.

A teacher resource pack for those teaching CCEA GCSE English Literature Poetry: Identity. Hopefully you find this helpful. It has been set up to print to A3 but I am sure this could be changed.

Can be used to teach y10 or Y11 Non-Fiction Analysis. Download the free Clarkson Article from my other resources to accompany this.

Analysis of Richard Cory Poetry. CCEA Anthology.

GCE AS Level CCEA: The Study of Poetry 1900-Present: Robert Frost and Seamus Heaney. Here is a brief and simple essay plan to get students started for the theme of 'The Creative Process' - examining The Peninsula and Mowing. Hope this helps. :)

Some brief essay guidance for AS students studying the CCEA AS Study of Poetry: 1900-Present: Robert Frost and Seamus Heaney Anthology. Based on the Self-Reflection Question from the specimen paper. Hope this helps!

The following resource is a video I have made that analyses Robert Frost's 'Desert Places' I use it for the CCEA specification: The Study of Poetry 1900-Present and it contains notes on: language and imagery, rhyme, rhythm, structure, tone, speaker, analysis of title, context etc. I have uploaded it in MP4. I generally ask students to analyse the poem using question prompts in class and then send them home to watch the videos to ensure I am expedient with my time management. It also ensures students can discuss the poem to understand it fully during class time and then get the thorough analysis required at home. Hopefully you find this useful. Thanks *NOTE: When I upload more analytical videos I will be compiling them into a Bundle so it is cheaper for you to purchase!

The following resource is a video I have made that analyses Robert Frost's 'Into My Own' I use it for the CCEA specification: The Study of Poetry 1900-Present and it contains notes on: language and imagery, rhyme, rhythm, structure, tone, speaker, analysis of title, context etc. I have uploaded it in MP4. I generally ask students to analyse the poem using question prompts in class and then send them home to watch the videos to ensure I am expedient with my time management. It also ensures students can discuss the poem to understand it fully during class time and then get the thorough analysis required at home. Hopefully you find this useful. Thanks *NOTE: When I upload more analytical videos I will be compiling them into a Bundle so it is cheaper for you to purchase!

The following resource is a video I have made that analyses Robert Frost's 'For Once, Then Something' I use it for the CCEA specification: The Study of Poetry 1900-Present and it contains notes on: language and imagery, rhyme, rhythm, structure, tone, speaker, analysis of title, context etc. I have uploaded it in MP4. I generally ask students to analyse the poem using question prompts in class and then send them home to watch the videos to ensure I am expedient with my time management. It also ensures students can discuss the poem to understand it fully during class time and then get the thorough analysis required at home. Hopefully you find this useful. Thanks *NOTE: When I upload more analytical videos I will be compiling them into a Bundle so it is cheaper for you to purchase!

CCEA GCSE English Language: Paper 1 Section B: Multimodal Texts I usually print out both DVD covers in A3 and get the students to analyse either the presentational devices or language devices in small groups, then feed back for compare/contrast analysis as a whole class. I used this essay help sheet with a middle band GCSE class to help guide them.

Sample Rural Encounters Poetry Essay - Robert Frost and Edward Thomas CCEA Specification. Could be used for the new Heaney and Frost Unit - just keep in mind that Contextual AO is missing from this.

The following resource is a video I have made that analyses Robert Frost's 'The Road Not Taken' I use it for the CCEA specification: The Study of Poetry 1900-Present and it contains notes on: language and imagery, rhyme, rhythm, structure, tone, speaker, analysis of title, context etc. I have uploaded it in MP4. I generally ask students to analyse the poem using question prompts in class and then send them home to watch the videos to ensure I am expedient with my time management. It also ensures students can discuss the poem to understand it fully during class time and then get the thorough analysis required at home. Hopefully you find it useful!

Some posters made using Canva which might be nice displayed in the girls’ locker area or perhaps girls’ bathrooms. The posters have quotes from strong female figures.

CCEA GCSE ENGLISH LITERATURE: POETRY ANTHOLOGY: IDENTITY

CCEA GCSE ENGLISH LANGUAGE: Paper 2, Section B (Unit 4): Comparison of Literary Texts. The first resource is an extract from Eragon and an extract from Sabriel which are both fantasy books aimed at a similar aged readership. Students should work through both extracts, annotating them in class (possibly in small groups) and then should complete the compare/contrast grid included. This should be discussed in class so that students can add to their lists before completing the sample question. The second resource is an extract from The New Recruit and an extract from The Long Way Home which are war/thriller excerpts. This is to be used as either a class test or a homework to check student understanding of what they have learnt so far about comparing literary texts. The third resource is an extract from The Hobbit and an extract from Eragon which both contain encounters with dragons. It would be good to use this as a class discussion or mock piece as both dragons are very different. Despite the potential danger of Sapphira she is still young and clumsy, but Smaug is evil and sticks to the traditional dragon lore. The fourth resource is a sample analysis of The Hobbit and Eragon. I would usually give students something like this and ask them to use Triple Impact Marking e.g. Colour in all quotations yellow; write TS beside the topic sentences; Look for words and phrases which show awareness of authorial intention e.g. ‘Tolkien presents’; Write QT in the margin every time the question terms are used; Highlight all techniques in pink e.g. tone, narrative P.O.V., simile, metaphor, verb choices, dialogue, punctuation, structure etc.; Highlight all explanations in green; double underline any references to intended impact on the audience. Anything that isn’t there but should be, the students have to add in as they annotate the piece as if they are the examiners. 5th resource is a fake PPQ on Hunger Games and Great Gatsby, comparing district 12 to how the Valley of ashes is presented. 6th: sense of a run down place 7th: Building tension and threat

CCEA GCSE ENGLISH LITERATURE POETRY ANTHOLOGY: Identity. Dover Beach Analysis. Hope this helps!

A collaborative essay that arose out of a class discussion with my Y12. The students analysed Katy Perry's 'Roar' as a piece of Unseen Poetry.