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Guidance on how to approach and answer Question 2c in the CIE First Language English (0500) IGCSE exam, with a focus on information retrieval and expressing implicit meanings. Students are given a clear breakdown of the mark scheme requirements to achieve full marks, along with advice on how to structure an effective response. The resource includes multiple Q2c-style sample questions that require responses in complete paragraphs, giving students the opportunity to learn from common mistakes and strengthen their analytical writing skills.

A selection of tasks designed to develop Question 2b skills for the CIE First Language English (0500) IGCSE exam, focusing on understanding the meanings of words within the context of a paragraph. This helps students address common misconceptions about the range of meanings that some words in the English language can have, while also developing their ability to express meanings in their own words using definitions or synonyms. The resource includes multiple multiple-choice Q2b-style questions with answers for students to self- or peer-assess, along with clear guidance on how to approach this question effectively.

A selection of tasks designed to develop Question 2a skills for the CIE First Language English (0500) IGCSE exam, focusing on understanding words with suggested meanings within the context of a sentence. This helps students address common misconceptions about the variety of meanings that some words in the English language can have. The resource includes multiple multiple-choice Q2a-style questions with answers for students to self- or peer-assess, along with clear guidance on how to approach this question effectively.

Guidance on how to approach and answer Question 1f in the CIE First Language English (0500) IGCSE exam, with a focus on summarising skills. The resource includes multiple Q1f sample responses that need to be uplevelled (improved), providing students with the opportunity to learn from common mistakes and strengthen their summary writing skills.

A selection of tasks designed to develop Question 1b skills for the CIE First Language English (0500) IGCSE exam, focusing on meanings in context. The resource includes multiple Q1b-style questions with answers for students to self- or peer-assess, along with clear guidance on how to approach this question effectively.

Three unseen poetry resources for the following poems: Slow Reader by Vicki Feaver Thirteen by Caleb Femi Unseen Poem by Brian Bilston Each resource includes the following: Prompt questions and reminders to support annotation using WHO, WHERE, WHEN, WHAT, HOW, WHY CIE World Literature Unseen Poetry-style Part A and Part B questions (easily adaptable for other exam boards) Guided annotations with ideas and subject terminology suitable for students aged 15–16 Two SLICE Division worksheets (to be printed on A3) for students to make structured notes An exemplar essay in response to one of the questions, with annotations linked to the assessment objectives to guide students in how to craft analytical responses Feedback on the exemplar essay, outlining successes and areas for improvement to help students reflect on the model and replicate similar strategies in their own writing

Three unseen poetry resources for the following poems: Brothers by Andrew Forster The Mirror by Sylvia Plath Building Blocks by Andrew Fusek Peters Each resource includes the following: Prompt questions and reminders to support annotation using WHO, WHERE, WHEN, WHAT, HOW, WHY CIE World Literature Unseen Poetry-style Part A and Part B questions (easily adaptable for other exam boards) Guided annotations with ideas and subject terminology suitable for students aged 15–16 Two SLICE Division worksheets (A3 Printable) for students to make structured notes An exemplar essay in response to one of the questions, with annotations linked to the assessment objectives to guide students in how to craft analytical responses Feedback on the exemplar essay, outlining successes and areas for improvement to help students reflect on the model and replicate similar strategies in their own writing

**A variety of four unseen poems that follow the acronym Tell the Ts: *Title, Tone, Themes, Techniques, and Tell. ***This is a formulaic approach to tackling unseen poetry through a storytelling lens, encouraging students to consider the poem as a journey. These are short, focused tasks designed for quick and effective engagement with unseen poetry – ideal for revision. They help students gain a literal overview and uncover deeper meanings (the ‘what’), while also linking to subject terminology (the ‘how’) and exploring the poet’s intentions (the ‘why’). Extension tasks include IGCSE CIE Unseen Poetry Part A and Part B questions, which can be adapted to suit different exam boards.

A variety of eight unseen poems that follow the acronym SLICE: Structure, Language, Ideas, Context, and Effect – designed to support students in writing cohesive and analytical paragraphs. These are short, focused tasks that provide quick and effective ways to approach an unseen poem – ideal for revision. They help students gain a literal overview and uncover deeper meanings (the ‘what’), while also linking to subject terminology (the ‘how’) and exploring the poet’s intentions (the ‘why’). Extension tasks include IGCSE CIE Unseen Poetry Part A and Part B questions, which can be adapted to suit different exam boards.

A variety of six unseen poems that follow the acronym GIST: Gist, Ideas, Structure, Techniques. These are short, focused tasks designed to help students approach an unseen poem in quick, manageable bursts – ideal for revision. They support students in gaining a literal understanding and exploring deeper meanings (the ‘what’), while also linking ideas to subject terminology (the ‘how’). Extension tasks include IGCSE CIE Unseen Poetry Part A and Part B questions, which can be adapted to suit different exam boards.

A resource that explains why dead-end sentences should be avoided, using examples taken from students’ work along with prompts to show how they could be upgraded by making them more specific.

An explanation of why ‘anchoring’ and ‘rooting’ inferences is important when analysing a text, to avoid stand-alone or dead-end connotations. A list of different sentence starters that show ‘anchoring’ and ‘rooting’, which students can embed in their analyses.

Simple descriptive sentences, accompanied by an image, to show the difference between Grade C/5 and Grade A/8 writing. Teachers can talk through the differences or ask students to identify them. Also suitable for sharing on social media for parents.

20 Writing prompts with opening lines and images. Students have the option to write either a story or a descriptive piece. Suitable for lower ability students. Appropriate for the following specifications: AQA English Language Paper 1 Edexcel English Language Paper 1. CIE First Language English Assignment 2: Descriptive & Assignment 3: Narrative Coursework

A set of worksheets or guidance slide decks for GCSE poetry peer assessment. This resource is tailored to the CIE exam board for the Set Text Poetry component. It includes links to the Assessment Objective criteria and mark schemes (Grade C and above). The resource provides guidance questions to help students reflect, evaluate, and select evidence when peer assessing. It also includes space for students to write formative WWW (What Went Well) and EBI (Even Better If) comments. Sentence starters are provided to support students in expressing their feedback effectively.

This Resource is Designed For: A writing to argue/persuade piece. CIE First Language English Coursework Assignment 1: Response to a Text. Complementing the Writing to Argue support sheet. Whole-class feedback sessions. This Resource Covers: How to craft an introduction for a writing to argue letter. Sentence starters for formality and sophistication. How to craft topic sentences and punchy endings for main body paragraphs. How to link the text to the topic with effective sentence starters. How to illustrate the topic using linguistic devices (metaphor, simile, personification, and zoomorphism). A DAFOREST checklist with an emotive vocabulary bank to enhance persuasive writing.

English Resource for the British Curriculum: Tailored for students aged 11–18. Focus on Writing Mastery: Guides students in consciously crafting key ingredients for a variety of writing types, including fiction, non-fiction, and essay construction (creative and analytical writing). Success Checklist: Includes a checklist to remind students what to incorporate, fostering a reflective and evaluative approach to their work. Proofreading Emphasis: Encourages the development of proofreading and up-levelling skills to enhance accuracy and clarity. Part of a Series: Complements other resources in the series, each designed to build essential English skills.

This resource can be used for any comprehension & creative skills work. It is particularly useful for Question 3 on the CIE First Language English exam paper. The resource covers: An overview of creative information retrieval, i.e. extracting information from a text while writing in the voice of a given persona. An exemplar creative information retrieval exam question, including analysis of wording, structure, and mark allocation. How to plan and strategise for a creative information retrieval response, considering text type, audience, and purpose. How to organise a creative information retrieval response effectively. Hints and tips for different writing styles.

This resource can be used for any analysis skills work. It is particularly useful for Question 2(d) on the CIE First Language English exam paper. The resource covers: An overview of the PEEDE formula for analysis. An exemplar analytical skills exam question, including analysis of wording and mark allocation. How to plan and strategise for an analytical response, considering subject terminology, meanings, and effects. How to organise an analytical response effectively. An exemplar response to the model question.

Strategies and explanations to support students in Key Stage 3-5 for converting a written presentation into notes and enhancing Public Speaking, enabling them to showcase their knowledge, confidence, delivery, and make an impact