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This GCSE, English Literature resource focuses on the relationship between The Friar and Juliet in Romeo and Juliet. It is presented in a dyslexia friendly way so that students with additional needs can access the complex language used in a model essay. The essay booklet is displayed in an easy to read format by using a small amount of text on each word and including a visual. It contains an introduction, three sections from different Acts and Scenes and a Conclusion. The language used in the essay meets the requirements for a successful, GCSE, English Literature essay. The Vocabulary Booklet includes twenty keywords taken from the model essay. There is a visual tracking exercise to familiarise the student with each word. This is followed by two colour-code activities. Students have to use different colours to write each syllable to aid visual memory. Finally, there is a list of questions to aid understanding of each word. The resource uses effective and innovative techniques to support able students with dyslexia or other additional needs.

Based on two, typical Functional Skills, Level 2, writing questions, this unit provides support for students with dyslexia or other learning needs. It includes question prompts, writing frames and spelling activities. The first booklet is about career-based learning. It includes discussion prompts, a writing frame for the student to structure their article and a model response. An additional spelling booklet is included which uses colours to memorise the key words. There is a visual tracking activity to further aid visual memory. The second booklet is based on a question about fast food. Another writing frame and model is provided. There is also a spelling section. The resource is suitable for dyslexic students taking functional skills. Students have commented that it allows them to improve spelling and structure articles/emails in a successful way!

WIth model answers and guidance, this AQA, GCSE, English Language, Practice Paper One offers invaluable support for students, including those with dyslexia. The extract is taken from a short story by DH Lawrence, ‘England, My England’. It contains four questions to assess understanding - the question section follows the same format as Paper One. Model Answers for both the writing and reading section are included. An additional resource to support dyslexic students is also provided. It contains visual activities based on keywords and phrases from the extract. A definition, activity is included as well. This unit is an effective way to help students understand how to answer the reading and writing section.

This Functional Skills, Level 2, Writing Unit focuses on improving the use of sentence structure, vocabulary and paragraphs by using a model text. It focuses on writing an article to encourage people to visit their town or city. Each section demonstrates the use of appropriate sentence types, vocabulary or punctuation. There are photocopiable sentence activities in which the students has to put the sentence in the correct order. It also provides a sentence fragment matching activity. The Vocabulary Section involves reading the words and definitions and finding the target words in a tracker. Students then read the model text based on reviewing the positive aspects of Birmingham. The unit is an effective way to help students improve the structure of their writing and helps them use appropriate vocabulary and grammar.

Ideal for students who find structuring their ideas difficult, this GCSE, English Language (AQA), Practice Paper One contains writing frames for students to use. The extract is taken from The Crux by Charlotte Gilman, an early 20th Century novelist and short story writer. This is followed by typical, AQA, Paper One questions. After each of the reading response questions, a writing frame is included to help students formulate their ideas. Indicative content is given to identify successful features of the answers. The writing section contains a picture prompt and a story prompt. An adjective list is provided to help students include ambitious vocabulary. A model opening to the story prompt is also provided. An additional booklet outlines the features of psychological narrative - one of the main genre types assessed in Paper One. It has key extracts and comprehension questions to help students reflect on the different aspects of psychological narrative.

This GCSE, English Language, writing unit focuses on an argumentative/persuasive writing task about the role of creative subjects in the curriculum. There is a booklet which provides a series of keyword activities to support dyslexic students. It supports exam boards such as AQA and Eduqas in the question style. The first booklet contains a sentence opener activity which will enhance the use of academic language. A model answer in favour of maintaining creative subjects in the curriculum is included. The second booklet provides a range of activities to improve the spelling of words related to the topic such as ‘curriculum’, ‘participation’ and ‘educational’. These include visual tracking tasks, syllable jumbles and an assessment. The unit is an effective way to support students with additional needs produce academic language needed to succeed in non-fiction writing.

Based on a H G Wells short story extract, this resource prepares students for GCSE (AQA), Paper One - Reading. It includes a keyword, colour code activity to read targeted words from the extract accurately. This can be used with dyslexic students or students with additional needs prior to reading. The extract is taken from the opening of a short story by HG Wells, “The Door in the Wall”. It allows students to explore the juxtaposition between the real and a fantastical world. Four AQA style questions are included for students to complete. Afterwards they can use the Indicative content and notes to compare their response. These notes can be used as a teaching aid. The vocabulary booklet also includes some targeted key phrases to practice, enabling better reading fluency. The resource provides an excellent framework to explore Paper One.

Aimed at GCSE, English language students, this unit supports students with additional needs, such as ADHD or dyslexia, structure an argumentative or persuasive essay. It includes a question about supporting students with mental health, a writing scaffold and a spelling activity. A model essay based on the writing frame is included. There is a list of vocabulary associated with mental health. Students have to use colours to copy the syllables of each word. A handwriting sheet and words in cursive is also included. The unit uses a successful framework to teach writing to students with additional needs and helps prepare them for the non-fiction writing task.

This Functional Skills (Level Two) writing unit focuses on a writing task about supporting the elderly. It provides spelling and grammar activities, as well as a writing frame. The question is focused on writing an email to encourage a friend to offer support to help the elderly and is typical of a Functional Skills (Level Two) assessment. A list of related keywords is provided - students need to use colours to represent the vowel letters. This will help them remember the words. A spelling scramble assessment is provided to assess spelling after they have completed this task. A writing frame is included to help students structure their ideas. An additional grammar and sentence structure booklet is also included. It focuses on sentences typical of the genre. The unit is effective in supporting students with additional needs improve their writing.

The GCSE, English Literature, Macbeth unit includes a practice question taken from Act 1, Scene 4, a question about loyalty an analysis table and a model essay with vocabulary and comprehension questions. An additional Dickens, ‘A Christmas Carol’, question and anaylsis table is also provided. The Macbeth section provides indicative content to help students understand the successful features of an essay on loyalty. A model essay is included with key vocabulary reading and comprehension questions. These are designed to suport students to reflect on the structure and vocabulary needed to write an effective response. A further Banquo, exam question and indicative content booklet has been added, along with a character web information sheet which provides vocabulary for key characters and relationships. These bonus resources provide excellent value for money. The unit is an essential framework in which to teach how to write a Macbeth essay and can be used as a revision aid prior to the exam!