51����

Mock exams are very useful but they often have to be facilitated over a number of classes, so this resource was developed in response to the need to measure students’ progress but to have the assessment take place over 60 minutes rather then 1 hour and 45. We also The documents included are: The progress test with embedded gap analysis Insert containing Source A and Source B Mark scheme Spreadsheet to automatically generate grades The progress test consists of: Two texts – one Victorian, one contemporary. The subject is “the rooms of teenage boys”. These are shorter than those one would find in the exams to reflect the reduced time students have to complete this. Question 1 – Now worth two marks rather than four. Question 2 (synthesising two texts) – Still worth 8 marks. Question 3 (language) – Now worth 10 marks rather than 12. This makes the Reading section of the paper worth 20 marks. Question 5 – This is now a 30 minute task which is worth 20 marks. It is a speech about what really matters in the life of a teenager. As you can see, Question 4 is left out altogether. When this resource was developed we thought it better to do this than to cut down the time for responses even further. Plus, we deliver the skills in the order that they appear in the exams. As such, at the time we were expected to do a progress test (just before the February half-term holiday), the students hadn’t adequately covered Q4. We decided that Q4 could wait until the full Paper 2 mock later in the term. EMBEDDED GAP ANALYSIS This is a reliable tool to support your students in preparing for their GCSE English Language exams and one I have been using with my own students for a while. These GAP Analysis resources (one each for Paper 1 and Paper 2) help teachers and students pinpoint strengths, identify areas for improvement, and set actionable targets for progress. Key Features: Comprehensive Skill Coverage: Includes self-assessment sections for the critical GCSE English skills (based on the breakdown of Assessment Objectives that appear in exam mark schemes). These are split into two sections – Reading and Writing. Target Setting: A dedicated section for students to set clear, achievable goals based on their mock exam performance. Example Actions List: Includes practical, ready-to-use suggestions to include as action descriptions when target setting. Why teachers where I work love it: This GAP Analysis provides a structured, student-friendly format that encourages meaningful reflection and targeted improvement. It’s a time-saving, flexible tool for classroom use or independent study. By empowering students to take ownership of their progress, you’ll help them build confidence and achieve their potential in GCSE English Language. I have included the documents in two formats – PDFs and Word. As such, you can edit them to suit you more, although I hope that you will be able to use these as they are without any changes.

As you may have heard, AQA’s Paper 1 Question 1 is changing. From 2026 it will no longer be “list four things” but instead it will consist of four multiple choice questions. These are ten “Do Now” activities for your class, which mirror the layout of the questions. Each sheet has two extra questions – I felt that four was not quite enough for a “Do Now” and there was space! Feel free to delete those if you do not want your class to do all six. I have tried to make the texts varied and interesting. They are all out of copyright or in the public domain, so there is no need to worry about issues around using them. As such, the majority are 19th and early twentieth centuries. However, I have been careful not to use texts that contain language which is overly old-fashioned! My students have enjoyed doing these (I have not included the ones that haven’t gone down as well). This covers AO1: identify and interpret explicit and implicit information and ideas

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.

This is a beautifully presented set of 50 “Do Now” activities to increase student participation and resilience in their creative and transactional writing. They feature a cute alien called Helkor (from the planet Halcyon, don’t you know) who is a little confused by the English lessons he is experiencing in his new school. These 50 Do Nows will help Helkor - and your students - spark their imagination and develop their writing skills in short, very active bursts. Whether it’s crafting vivid descriptions, exploring emotions through dialogue, or coming up with fresh story ideas, these exercises are designed to help everyone get their creative juices flowing. Your support will help Helkor- and your students - build confidence and improve their writing in a fun, engaging way! Some of these activities are very short – such as the editing a sentence ones (to include similes, adverbs and so on). Others are a little longer but ideally suited to mixed ability classes where some will produce longer and more sophisticated responses than others. However, they are also very adaptable. For example, I have included one “Do Now” where students have to write about Paper 1 Question 3. You have up to 11 more “Do Nows” by simply tweaking the slide to ask the same of a different exam question. Likewise, the other “Do Nows” are very easy to adapt to your own ideas. These Do Nows were created in an attempt to increase the resilience of my students when it comes to writing in a (supposedly!) familiar way about unexpected subjects. I call it “exam paralysis” – when students sit in an exam for five, ten, fifteen minutes or more, apparently doing nothing. They are so unused to writing spontaneously and in time-constrained conditions that they freeze. This not only wastes valuable exam time, it stops them doing as well as they could (in terms of final grade). The “Helkor” set is designed without marking in mind – they are designed simply to develop the ability to write and edit quickly, developing voice and confidence. However, I will pace the room making comments and encouraging the writing process, of course! As these do not have “answers” as such, only responses, there is also they joy of hearing some of the students read these out loud. They are not a passive learning tool by any means – as they give other learners ideas about how to approach their own creative writing as well as a EBI (Even Better If) platform for a teacher to make suggestions. I have included a PDF of the file as well as the original PowerPoint presentations. The additional “image acknowledgment” file is to reassure that all images that have been used are in the public domain. (Sometimes it’s difficult to activate learning, especially at the beginning of the first session of the day or week. A great way to kickstart a class, assess prior learning and to give the students instant feedback is a “Do Now” activity.)

This is a reliable tool to support your students in preparing for their Unit 1: The Online World and Unit 2: Technology Systems exams. These GAP Analysis resources (one each Unit 1 and 2) help teachers and students pinpoint strengths, identify areas for improvement, and set actionable targets for progress. Key Features: Comprehensive Knowledge and Skills Coverage: Includes self-assessment sections for the critical knowledge and skills (based on the learning aims and unit content of the specification) for each exam. These are split into three sections (A, B and C) corresponding to the three learning aims of each unit. Target Setting: A dedicated section for students to set clear, achievable goals based on their mock exam performance (or even without it). Example Actions List: Includes practical, ready-to-use suggestions to include as action descriptions when target setting. Why teachers where I work love it: This GAP Analysis provides a structured, student-friendly format that encourages meaningful reflection and targeted improvement. It’s a time-saving, flexible tool for classroom use or independent study. By empowering students to take ownership of their progress, you’ll help them build confidence and achieve their potential in The Online World and Technology Systems. It also makes management happy – great to evidence that you are tracking your students’ progress as they can whip these out during any observation. I have included the documents in two formats – PDFs and Word. As such, you can edit the gap analysis to suit you more, although I hope that you will be able to use these as they are without any changes.

Sometimes it takes a while for learners to “get” how to explain and analyse similes. I designed these worksheets to give my students the opportunity to practice a few times a week, especially if the rest of the class was based on language – either explaining or analysing it. It also helped as it naturally differentiates and students can respond on a variety of levels. As such, these “Do Now” worksheets work really well in my classroom. They are based on Assessment Objective 2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. I have put together a number of worksheets with similes that could go very well in a film (and some do) a story and – let’s not forget – speeches, articles and letters. The latter similes were particularly effective (in fact, it was surprising how often they popped up in various written responses to P2Q5). So it has been a win-win exercise for me. Each worksheet has four similes that the students must explain – again for natural differentiation. However, the first one is explained for them (so really, there are three to explain and analyse). I did this in response to student requests. They found it easier to refer to a good answer first in order to try out their own. If you want to tweak the initial response, these documents are fully editable. I found that the first worksheet took the longest for learners to complete, but once they were used to them the words flowed – and it made quite a difference in their responses to the language question as with a method, their cognitive load was reduced and they were able to focus on explaining and analysing rather than on a method to write down their response. I have also created an answer booklet. None of the similes that I have used should present an overwhelming barrier to either student or teacher. However, having ready-made responses are perfect for when the (teacher) brain is overloaded elsewhere. Just in case, I have provided answers on two levels, with one being simpler than the other. I hope you enjoy using these – as I said, they have been very useful in my own classroom!

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!

This pack of picture questions is designed for AQA GCSE English Language 9-1. They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. This pack of questions covers narrative responses. There are 20 options (which look great laminated!) and each picture has at least two story suggestions on it. 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 use them without the question stimulus. 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. There is a tie in with the (FREE) As Told By Teachers anthology here, in as much as some of the story suggestions have the same title as some in the anthology. As such, you can use the ones in the anthology as exemplars, if you should so wish. They are: Lost (slide 2) Story on a winter’s evening (slide 7) Breakfast had been well and truly interrupted (slide 8) The girl who came back (slide 16) 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.

I created this “past paper” for my students who are doing the AQA board. The extract is from “Sons and Lovers” (1913) by DH Lawrence and is taken from Chapter 1. It focuses on Mrs Morel, unhappy with her situation in life, who reflects on her life and wonders, frankly, where it all went wrong! It works very well for this exam and is - as one might expect from Lawrence - beautifully and concisely written. Most ‘past papers’ written by teachers omit a mark scheme. However, I have also created an extensive mark scheme for this paper, which mirrors those released by AQA in its format. So, for each question I have written a response - the indicative content - for each level (1-4). As an extra, I have also included some of the other things that students may pick up on for each question (something that AQA does but in a ‘blink and you miss it’ kind of way. I would hesitate before saying these are exhaustive (who knows what our students’ minds may conjure!). However, I hope the responses and the additional suggestions will help you as teachers. I have uploaded the PDFs but also the original Word documents if you wish to tweak them in any way (hopefully no need!) Questions 1 List four things that are happening from this part of the source. 2 How does the writer use language here to describe Mrs Morel’s situation in life? 3 How has the writer structured the text to interest you as a reader? 4 A student, having read this section of the text said: “The writer shows us just how much Mrs Morel feels that her life is out of her control. She feels like she has been cheated, somehow.” To what extent do you agree? 5 Write a description suggested by this picture. or Write a story entitled “The disappointment”. The paper covers: AO1 -Identify and interpret explicit and implicit information and ideas AO2, Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views A04 - Evaluate texts critically and support this with appropriate textual references 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. There is no scheme for marking the creative writing - responses are too varied to make an exemplar either possible or warranted. Please refer to AQAs mark schemes for how to arrive at a mark for Section 2.

This pack of picture questions is designed for AQA GCSE English Language 9-1, but focusing on images from the the sci-fi and fantasy genre. I created them “on demand” for my students who wanted some stimulus material that was a little more bloodthirsty than usual! Having said that, I think I have managed to keep them below what might scare your average Year 10 or 11 student. The responses you get may well make your hair stand on end, though, if “my lot” are anything to go by…! They simulate Paper 1 Question 5 where students are given a picture and are presented with two options (it’s hard, almost to call them questions!). The tasks can be for a descriptive or a narrative response. 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. The pack is editable although I have included PDFs if you don’t need to… However, it looks lovely printed in colour and laminated (for use in multiple classes without them getting too battered!). 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 use them without the question stimulus. 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. The pack is fairly diverse - however I am restricted to sourcing images that are modifiable and can be used for commercial purposes. There is a link to the creator of the image on each of them if you do want to check the Creative Commons license (and to give the creators the credit they deserve too, of course!).

The second set of WORD GYM homework and tests. You can buy these as a bundle HERE. 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 and comes as as single file). The questions and answers for the 5 work outs, again all the questions are in a single file. 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.

Context: This lesson is designed to stretch and challenge a group of students who are aiming for a grade 6 or above. It introduces the idea of writing a polemic; as opposed to supporting one’s own views with relevant argument, the idea is to win the ‘argument’ through contentious rhetoric. The aim is to be introduced to writing strong verbal attacks on someone or something as a method to support a specific opposing position. Students will be encouraged to use the word in writing, in conjunction with Pandora’s Box. The concept of The Seven Deadly Sins in Christianity will be introduced and students will be exposed to a number of artworks associated with these ‘evils’ by a number of famous artists. They will be able to debate these sins and then write a polemic aimed at convincing their audience that their allotted sin is deadlier than the others. The session finishes off with an abridged version of Swift’s The Lady’s Dressing Room. Although timings are given in the time plan this lesson can go many places – it may have to be continued in the next session. Assessment Objective A05 and A06 for writing, with particular emphasis on writing highly engaging texts with a range of complex ideas. Also featured Assessment Objective: AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4: Evaluate texts critically and support this with appropriate textual references (poem).

Context: Paper 1 Question 5 is the creative writing questions where learners may be asked to write a description or narrative suggested by a picture. This lesson makes a great ‘stretch and challenge’ activity. This lesson will work for classes of up to 30 students (more if you make two copies of the pictures). However, once you have printed off the two sets of pictures, this can be used again and again. As there are 30 pictures in each set, there are 900 possible responses to this creative writing task! Students know by now that this question ordinarily has a ‘picture option’. They have used pictures as stimulus for creative writing before but this is in danger of becoming a little humdrum. This lesson aims to put a little excitement back in to this by giving students a choice of 30 pictures – this is known as “Picture A”. These are all pictures of people. They then get to choose between numbers 1-30 for “Picture B” which is an object (and animal, occasionally). The students must then create a response to both pictures – following these instructions. You will be given (or you will choose) TWO pictures, labelled A and B – each has a number up to 30. All the ‘A’ pictures are of people. All the ‘B’ pictures are of objects (and the occasional animal!) Your job is to come up with an inventive and interesting narrative that connects the images: • from the beginning Or • in exactly six moves Good luck! I have also included a spreadsheet in to which you can type your students’ names. This will make it much easier for you to track who has chosen which picture - and so on! Aims To stretch and challenge the learners’ ability to create a descriptive text which covers a number of the skills descriptors needed for a high-level response. Revisit a number of structural and language features of texts, when and how they are used. To promote discussion about structural and language features and the effects that they can achieve in a text. To increase the confidence of the learners when specifically using this subject terminology. **Assessment Objective: ** 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. All pictures used are ethically sourced using a Creative Commons license. No copyright worries for you!

This is something which will keep a class busy - or even a circle of friends if you are a parent looking for a resource to use with your child and their friends. It enables learners to work on a single task together with each building on the work done by the previous. There aren’t many resources around which enable a class to work in this way. The ones I have done it with have enjoyed it immensely. It’s not a new concept but perhaps presented in a slightly more modern way – it’s certainly designed for the times in which we currently live. Each “Story Chain” task consists of a picture and the task – “Write a story as suggested by this picture”. You email the file to “Student A” who completes the first part of the story – they are called Storyteller 1. They return it to you to check and forward to Storyteller 2. The process is repeated until you get to Storyteller 6, who is the only one allowed to end the story! Students do not know who the other storytellers are in their group – to avoid classroom bias! However, there is an element of competition. There are probably more than six learners in your class, so you will split your students into groups. The first group to finish, following the rules, is the winner. You may have to ask one or more students to do help out if your class number is not divisible by six. You can then reveal the name of the storytellers to their groups. So as well as there being an element of competition, I also hope that there is fun involved too. The process can be done in a number of ways. You could send each group of storytellers a different picture stimulus – there are ten. Alternatively, you could email them the same one, to see how many different stories can evolve from a single piece of stimulus. In that way, you have nine more story chains to create. There is quite a lot of emailing involved on your part – and so I have created two tracking sheets as well so you can list who is in each group and how long each took to get to the point where storyteller 6 finishes and emails you the complete story. There is also an exemplar in this bundle of files which can be used to give yourself an idea of what a finished piece might look like or indeed to send out to your students as an example (although this would mean you were down to 9 pictures).

These response sheets have been designed to be sent out to learners via email (or placed on a VLE or Google Classroom – etc!). It is assumed that the they have already been exposed to all the Assessment Objectives associated with GCSE English Paper 1 Question 5 (AQA). It suits a ‘distance’ mode of learning where students can respond to input about each question and these can be evidenced. The four response sheets build up in to a full “Paper 1 Picture” which, while it does not have the rigour of a mock exam, could give you an overview of the skills your learners have acquired in terms of the quality of their responses. Once completed by learners they can be emailed back or submitted on your VLE (or any other method of your choosing!). There are four response sheets in total which can be sent out separately. They cover: • Paper 1 Question 1 and 2 • Paper 1 Question 3 • Paper 1 Question 4 • Paper 1 Question 5 Although the sheets are as generic as possible you may have to slightly adapt them for your purposes. The extract is from the beginning of “Sons and Lovers” by DH Lawrence published in 1913. It is the late 1880s and Mrs Morel, the heavily pregnant wife of a miner, awaits the return of her husband from the pub. Her two children are in bed and she reflects on her life. In many ways it is about isolation – fairly appropriate for these times, perhaps. There is an extensive mark scheme included in this pack for Questions 1-4. There is a complete mark scheme plus three files if you wish to send them out to students one by one, after they have finished each associated task. There is no mark scheme for Question 5 – please refer to any standard mark scheme AQA releases for this question. There is also a tracking sheet included in this pack. The mark scheme is based on November 18. Once you put the marks in for each students the spreadsheet will automatically generate a grade for you.

I have attempted to give this Paper 2 Question 5 activity a contemporary edge! This activity is (probably aimed) at more able, socially aware students. However, I do hope that it is sufficiently interesting in term of subject to engage (and provoke a response from) most students. Students will be asked to do some research about Extinction Rebellion (in case they haven’t heard of it) and then participate in a small group discussion on the movement. They are then given a Paper 2 Question 5 example question – which will be attempted after a whole class (teacher led) discussion around how to go about writing the response. The document consists of the tasks with a section for the response (if exercise books are not readily available). There is also a list of websites at the end to stimulate discussion for and against movements like Extinction Rebellion. I have not put these articles in to word documents as I wish to respect the copyright of the respective authors. However, I found the two I have boxed particularly interesting as they are so diametrically opposed to each other! I hope that this lesson will make a revision session for Paper 2 Question 5 a little more interesting… Thanks! Assessment Objectives covered This explicitly covers AO5 Content and Organisation 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 Technical Accuracy Students must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Here’s the old “parts of speech” poem you may already know (author impossible to find so I am assuming it is very old and in the public domain). It is in A3 and A4 size (however only the A3 one is editable - the other is a JPG of the A3 one). Anyway, cool as a poster in a quiet corner…

Pie charts for GCSE English Language? But why? We hope these charts help to visualise how much the questions are worth, plan and re-evaluate revision and to work out just how much time should be spent on each question in the exams. Plus it’s a bit of fun - enjoy!