This is an editable resource but a PDF is included too. I really enjoyed creating this and it has gone down very well with my students. Ever tried to teach story writing and been met with a sea of faces staring back blankly? However, when the terminal exam promises the distinct possibility of a story writing task (Paper 1 Question 5) then students must be prepared for this eventuality. This is one way to encourage students to write good stories which are suitable for GCSE English. This set of prompts is designed to introduce students to descriptive writing in a number of ways… The resource is designed as a 60-90 minute class and it focuses on a FULL RESPONSE for a story featuring a different structural feature for each paragraph. If you want to use exercise books, there is an ‘instruction only’ set here too. Each paragraph the students must write is accompanied by a number of prompts - both picture-based and written. The prompts indicate what they should write. There is also plenty of time for sharing and class discussions between each paragraph. So, the first (major) prompts, for example, are: The opening - a picture of a young woman leaning out of the window of a train’s door. Students are asked to write about her, including time and place for their first paragraph. Shift of focus - a picture of he railway station where she is starting her journey. The story shifts to a description of the platform. …and so on. The story is then further developed with pictures - a “power paragaraph” (one sentence), a shift to describe her thoughts and feelings, a flashforward where she anticipates her future, a shift to a description of the countryside outside the train as it whizzes by and then a climax where she discovers she has lost her train ticket! It’s a very simple st The prompts then progress, enabling the students to create a complete response which includes all of the skills descriptors for Paper 1 Question 5. Your students should end up with a piece containing a minimum of 8 paragraphs of varying language with structural features and language devices used throughout. There is also an extension task which asks the students to create a word-processed second draft for homework. This lesson could also be used as a ‘snap’ creative writing session or a cover class. In fact it’s a highly adaptable (and editable!) resource which you can turn to many things. There is also a ‘five senses’ prompt on the lesson handout, to encourage students to use one or more of these in their writing. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Short Exam-Focused English Activities for GCSE English Language When is a cover lesson not a cover lesson? When it’s all printed up and ready to go the next time a colleague is off. When it’s beautifully presented and covers a number of the important assessment objectives the students will have to cover in the exams. When it’s cunningly disguised as something that has taken time to prepare and hasn’t been thrown together in a panic. When the students enjoy doing it…! These two cover lessons are called “Sharpen Your Skills” and take the form of short 8 page booklets that can be taken to class and will need little or no explanation. They each have a variety of tasks (see below) which are low stakes but cover some important elements of the qualification. There is an answer booklet for each, too. I have used these in my institution with success. Students have reported that they like the variety of tasks involved which keep them busy for an hour. Plus they have enjoyed the subject matter of the tasks and texts involved. Although the evaluation question can be a little challenging, it focuses on skills that can attract high marks in the exams… In fact, we have students asking for more so they can do them at home! Sharpen Your Skills 1 comprises of… A “Do Now” set of five questions A “Ready Steady Write” – flash writing about being faced by a zombie A newspaper report about gangs in South London from 1898, with a “List Four Things” question and an evaluation task A “multiple choice showdown” about various aspects of the text (9 questions) A “describe the setting” task which asks students to write the second paragraph of a text. Sharpen Your Skills 2 comprises of… A “Do Now” set of three questions (one which mirrors P2Q1) A “Ready Steady Write” – flash writing about education failing young people. An extract from Octavia Hill’s 1875 “Homes of the London Poor”, with a “List Four Things” question and an evaluation task A creative writing task with a set of picture prompts which asks students to write about when they or someone the know has shown bravery. They are both included as Word documents and PDFs. All images are used under a Creative Commons licence,

This pack of picture questions is designed for (AQA) GCSE English Language 9-1. They simulate Paper 1 Question 5. Often this can become a little boring for the students as they are given picture after picture to write about. This tries to be a little different. In this case the pictures are of child prisoners from the Victorian era with a small bio of each (age, crime, punishment). Altogether, ten prisoners are pictured (all ten are 100% real-life cases) - five girls and five boys. There is also some background history about the kind of places underage Victorian lawbreakers ending up - altogether not very pleasant - with some discussion suggestions. It may well tie in with things that your students have studied in their history classes. I hope that you will be able to use this pack to help you increase the story-telling powers of your learners as well as their descriptive prowess - and to bring these children who have been “hidden from history” back to life. The pack gives teachers the opportunity to have a selection of ready-made questions for Paper 1 Question 5. These can be used to ensure that there are always writing tasks at hand. They might be used to stimulate class or small group discussion or can be used as interchangeable exercises to be done during a session. I hope that there is a sufficient variety of images in this pack to pique the interest of even the most reluctant of writers. By giving your learners a choice of task (while the assessment objectives - A05 and A06 remain the same) these sample questions might help to ensure both differentiation and an element of choice. Each is formatted to include the question on a single A4 sheet. The originals are also included on their own if you would like to edit them. Plus if it’s easier for you - PDFs are also included of all files. They would probably also be very useful if you are covering a class - the skills that students develop with these questions are vital for success in GCSE English as this question alone represents 25% of the entire exam. All of the wonderful pictures have been ethically sourced and are available under a Creative Commons license which means you do not have to worry about copyright with them at all. Each originator is credited by use of a link to the original.

Please note: the original short story in this resource contains references to drugs and knives. The short story also contains “arse” and “f—”. Please do not purchase this if you have students or parents super-easily offended by this kind of thing. I would rate the story at certificate 12A but you may wish to err on the side of caution and assume 15. AO2: Explain, comment on and analyse how writers use structure to achieve effects and influence readers, using relevant subject terminology to support their views. Paper 1 Question 3 is the structure questions where learners are asked how a writer has structured a text to interest them as a reader. The class is designed to build concepts from the students’ level of understanding. As such, this lesson teaches structure by building up complexity gradually. The first part of the lesson will simply be reading a very short story for pleasure and discussing what was good (or not) about it. The story is set in an FE college so includes people of students’ own age bracket. The next step is to continue with an activity that does not reflect exam content but draws on the students’ own media savviness. The assumption is that they watch TV and films – and so can make comments about how these are “shot”. So their second task will be to show how the story could be visually represented on screen. This will involve discussion and other collaborative activities. The third task will be to match up straightforward textual structural features with those that happened in the text and describe them briefly. This is then turned in to an exam-style response. There is also an additional language task which follows the layout of a P1Q2 exam question. This resource contains 4 files as Word documents. These are reproduced as PDFs to ensure that compatability is not an issue.

It can be difficult to engage learners when it comes to Speaking and Listening. Students must make relevant and extended contributions to a discussion and so it is important to choose a subject which will engage them. So I created this lesson plan where they more or less talk about themselves - or teenagers at least - and what they should do before they turn twenty. The scenario gives students the chance to allow for and respond to others’ input, make different kinds of contributions to discussions and to present information/points of view clearly and in appropriate language This can easily be adapted for an adult class where they reflect on what they would have liked to have done… All documents are editable. They are: Lesson plan for the session Formal discussion - handout explaining the scenario and with space for the students to make notes A reflection sheet for students to fill out once the discussion is over An additional task in which students can write the article they have discussed A couple of pages of possible comments that can go on the assessment record sheet for individual students Plus there is a video to give the students some visual stimulation when they are gathering their ideas for the discussion. I have done this many time with classes - and it works very well! Hope you find it useful!

I don’t know about you but a lot of my students don’t read – much, at all, ever (unless in the classroom and that sometimes takes some coercion!). That means that the development of their vocabulary is essentially restricted to what they hear rather than what they read. This is a worry, considering that both of the written texts that they have to produce in the GCSE English exams are marked on the use of sophisticated vocabulary (amongst many other things). However, my students do respond to a little gentle competition. I wanted to create a resource that would give them something to do for homework (the dreaded word!) but which wouldn’t take a huge amount of time. Not only that, I didn’t want to give the words VOCABULARY or SPELLING too much prominence either – the students would run for the hills (metaphorically at least). Finally I did not want to increase my workload (in terms of marking) in any way, shape or form. So I came up with WORD GYM. The idea is that each week ten words will be given out to students. This is called the warm up – where they have to go away and discover for themselves the definition and word class of the week’s chosen words (all KS4) plus write a sentence for each word. The follow up is the work out – the ten minute (or so) test in class where they are presented with a variety of questions. This resource consists of: 5 warm ups (this is the homework) containing ten words each 5** work outs** (this is the test for the classroom). The questions and answers for the 5 work outs. Rinse and repeat. However, work outs 2-5 have 15 questions, 10 from that week’s warmup and 5 about any of the words on previous work outs. The short tests work very well and it is hoped that you will start to see some of the words being used in other texts your students create. These resources are all editable so if you don’t want to use a word or two you can adapt them to suit yourself. These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

These “Do It Now” activity sheets are designed for the BTEC Fist in Information and Creative Technology – Unit 1: The Online World externally set exam. You have probably heard of “Do Nows” – brief warm-up activities that are usually at the beginning of a lesson to help students to start thinking. They are rooted in Dewey’s constructivist theory as well as Hinton, Fischer & Glennon’s active learning theories of student-centred learning. These can take place in the usual “Online World” session but can also be used at the beginning of any IT classes when the Online World exam is coming up. They are designed to be quick (five minutes for the questions, five for the answers) and to provide a different revision and recall route for your learners. However, they could just as easily be given out as homework or used by individual students for short revision bursts. Each activity sheet contains two multiple choice, two “explain” questions and three “true or false” statements. The latter does not exist in the exam as a question type but is intended here, to give students quick and easy definitions for course elements that regularly appear in the exams. Elements from all Learning Aims are included on each sheet wherever possible, but Learning Aims A & B are at the forefront. Answers are included, of course! As they are time-constrained they reproduce an exam-style atmosphere where students must spend five minutes silently working on the questions. The answers can then be delivered in a way that you choose, to best suit your learners. I tend to ask individuals the answers and choose them according to ability. This part of the activity can often provoke discussion which will help students recall the information again. The activity sheets are formatted in PowerPoint – you can edit as you wish. These activities have proven highly popular with my learners and I hope will with yours too!

With your help, your students will be able to create a checklist of the skills they need to demonstrate in the exam. There is a “worked example” in this resource (written by a real 2024 student) which demonstrates high level skills. Your students discuss read it and come up with their own “rubric” -in their own words. This can be done without the pressure of them getting things wrong or being marked. The notes are not an additional student handout – they might be a little too much for all but the most engaged learners. The notes cover all of the elements contained in the marking scheme for GCSE English Language (AQA) Paper 1 Question 5 (i.e. the rubric that articulates specific components and expectations for a piece of creative writing). They have been created so that you know the story and how it is organised, structured and technically accurate inside out. It’s your cheat sheet in other words! My own students really enjoyed this activity. It helped a lot of them to understand (and more importantly remember) the skills that they need to demonstrate to the markers for AO5 and AO6. O5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)

I wanted to focus on P1Q1 in a lesson but didn’t want to exhaust my limited amount of past papers - so I came up with this - get the students to write the paragraph themselves. This lesson can be quite a lot of fun! As well as covering Assessment Objective 1 (AO1) – “identify and interpret explicit and implicit information and ideas” – it also covers some ground in terms of AO5 and AO6. These are where writing skills come to the fore – candidatess must communicate clearly, adapt to a certain tone and style and organise their ideas (not to mention sentence structures, spelling and punctuation…). The files are included in PowerPoint format and PDFs to suit your needs. I have also included a PP and PDF of the pictures on their own if you wish to display them. All pictures were ethically sourced under a Creative Commons license - so please keep the URL on the slides as the originators should be credited.

This quiz is based on a very short story of just 458 words called “The Dream of Billy Williams”. It is followed by 19 multiple choice questions and 3 order questions. For those who finish early there is an extension task at the end. This resource was originally created as there don’t seem to be many “structure” resources out there that are good quality and teach the learners anything except the terminology! I believe this quiz provoked some thought about how to respond to the question in an exam scenario. This is ideal for a cover lesson, too, as it produces no marking, as long as the answers are given out once the quiz is complete (learners can mark their own or can exchange their papers with others). I would advise reading the story out loud at the start to ensure that all the learners have read it and do not (as is sometimes the case) attempt the “pot luck”” strategy of answering the question. The story is set during the First World War and focuses on a soldier, Billy Williams who can sleep through anything - but unfortunately this does not ultimately save him. The description of his death is not “blood and guts” but focuses on his obliteration by a shell. The story uses all the skills to get a very high grade for Paper 1 Question 5. As such, it can also be used as an exemplar for that question, too. There is also a comprehensive answer booklet with explanations so that the teacher who is doing the lesson can respond to learner questions about why the right answer was… the right answer! The order questions are a student responses (done in the PEE manner). Learners have to put them in the right order. The point and evidence are presented in the first sentence. The two explanatory sentences can be separated in terms of order because the final point has a linking word or phrase indicating summation is in process. Although this quiz is “low stakes” in nature, it covers a large amount of subject terminology which can be discussed at the time when the answers are given. The aim is to embed this terminology as well as exposing students to ways in which it could be incorporated into their own attempts at P1Q3. The text is also provided separately as there are always learners who ask for this so they do not have to keep flicking back and forth. PDF and Word formats for the documents are included. This quiz would easily be adaptable into an online version if you wanted to do the quiz as homework, The questions and answers could be quickly copied and pasted into MS Forms or a Moodle interface – and the explanations given in the answer booklet could also be used to enable online automated feedback. Enjoy!

The idea behind this resource is that students are already aware of scaffolded writing and are now ready to have a go at scaffolding their own. This is why this resource has self-scaffolded in the title! This resource consists of: 3 editable word documents – each containing a separate self-scaffolded descriptive writing task. There are a few hints on each paragraph the students will write but you can take these off if you think it is still too much of a spoon-feed! A Lesson plan A Powerpoint of the pictures in case you want to project them on to a smartboard A WAGOLL (what a good one looks like) for the third exercise (based around the First World War). It is hoped that after this point the students will be able to plan a very successful piece of descriptive writing without any prompts at all. The three exercises all follow a similar plan so by the time they have done all three, they should be ready! These exercises cover the following Assessment Objectives: AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

These ten beautifully designed “Do Now” activities are designed to get your Functional Skills English lesson off to a great start. They have been written to be challenging (but not too hard!) for students approaching their L1 Reading exam and incorporate the skills needed to pass it! Each one consists of ten (sometimes 11) questions based around a short text. Download a free sample here - https://www.tes.com/teaching-resource/resource-13147971 They are perfect for lesson starters or ends. It should take up to ten minutes for students to answer the questions, with then answer time taking another five. This may sound like a lot of time, but as they are focused on getting the students through the exams (not “woolly” in any way, shape or form!) I have found that this time has been well spent and is reflected in both student confidence around the exams and their actual exam performance. They cover two pages (so perfect for quick double-sided copying) plus there is a third page of the correct answers for teachers (you don’t want to be doing the Do Now yourself, do you!?). These “Do Now” activities are designed for learners doing the Pearson Edexcel exam – but I am sure they can be used for other exam boards too. The texts take the form of flyers, short articles and online forums. The questions consist of: Multiple choice – identifying the purpose of a text, language features and use of punctuation Short answers – identifying organisational features and their location in the text, using sub-headings, relacing single words with a synonym, explaining short quotes from the text True/False – some feature three, others just one – akin to multiple choice but a little more straightforward. A good confidence boost for weaker learners. As well as covering the skills needed for the exams, the “Do Nows” are designed to allow students to become accustomed to the kind of questions they will get in the exams and how they are written. In order to engage learners I have made these, where possible, about subjects that engage young people. Also incorporated are “value” based activities, such as British Values, which go some way to incorporate your institution’s (and the governments) policies about subjects that should be covered at school or college. The subjects of the “Do Nows” are as follows: British Values Bullying History of Rap Music Consent (very PG!) Cricket Drug Use Future of Gaming Hairdressing Course Mental Health Online Safety The files are uploaded in their original PowerPoint format and as PDFs. These have gone down very well where I work. I hope you enjoy using them too!

This has been created to be challenging (but not too hard!) for students approaching their L1 Reading exam and incorporate the skills needed to pass it! It comprises 11 questions based around a short text. It’s perfect for a lesson starters or end. It should take up to ten minutes for students to answer the questions, with then answer time taking another five. This may sound like a lot of time, but it is focused on getting the students through the exams (not “woolly” in any way, shape or form!) I have found that this time has been well spent and is reflected in both student confidence around the exams and their actual exam performance. They questions cover two pages (so perfect for quick double-sided copying) plus there is a third page of the correct answers for teachers (you don’t want to be doing the Do Now yourself, do you!?). This “Do Now” activity is designed for learners doing the Pearson Edexcel exam – but I am sure it can be used for other exam boards too. The texts takes the form of a short article. The questions consist of: Multiple choice Short answers True/False This worked very well where I work. I hope you enjoy using it with your students too!

This quiz is based on a very short story of just 386 words called “The Unbroken Bond”. It is followed by 19 multiple choice questions and 3 order questions. For those who finish early there is an extension task at the end. This resource was originally created as there don’t seem to be many “structure” resources out there that are good quality and teach the learners anything except the terminology! I believe this quiz provoked some thought about how to respond to the question in an exam scenario. This is ideal for a cover lesson, too, as it produces no marking, as long as the answers are given out once the quiz is complete (learners can mark their own or can exchange their papers with others). I would advise reading the story out loud at the start to ensure that all the learners have read it and do not (as is sometimes the case) attempt the “pot luck”” strategy of answering the question. The story is very PG. It focuses on a dog whose “boy” has gone missing and his frantic search for his friend. It is resolved when “boy” returns, simply having been to school for the day. It is based on the June 2023 P1Q5 – “Write a story about a human meeting an animal”. As such, it can also be used as an exemplar for that question. There is also a comprehensive answer booklet with explanations so that the teacher who is doing the lesson can respond to learner questions about why the right answer was… the right answer! The order questions are a student responses (done in the PEE manner). Learners have to put them in the right order. The point and evidence are presented in the first sentence. The two explanatory sentences can be separated in terms of order because the final point has a linking word or phrase indicating summation is in process. Although this quiz is “low stakes” in nature, it covers a large amount of subject terminology which can be discussed at the time when the answers are given. The aim is to embed this terminology as well as exposing students to ways in which it could be incorporated into their own attempts at P1Q3. The text is also provided separately as there are always learners who ask for this so they do not have to keep flicking back and forth. PDF and Word formats for the documents are included. This quiz would easily be adaptable into an online version if you wanted to do the quiz as homework, The questions and answers could be quickly copied and pasted into MS Forms or a Moodle interface – and the explanations given in the answer booklet could also be used to enable online automated feedback. Enjoy!

Two extracts - one Dickens and one Orwell, accompanied by sample questions. The video explains the question, showing how to do it but also how NOT to do it! The Dickens extract is used as the first example and students can be guided through how to create their response. The Orwell example is for students to attempt on their own, without guidance. Possible answers for both texts are included (for question 1).

A letter from 1850 from a young man stationed in India to his sister in Sussex. A fag-packet lesson plan with the letter that young Walter must have written with the new GCSE spec in mind. Lots of language to convince his sister that she should write back to him. Two videos to accompany the lesson plan plus the letter itself and an exemplar answer.... lots of fun to inflict here. Fits very well with AQA Paper 2 Question 3 and can probably be adapted to other exam boards. Please note: the file marked VI is simply the same resource but enlarged for students with Visual Impairments.