We should be about aiming for the best but how can we do that before we can see what we’re aiming at?
Students having access to responses which exemplify a high grade 8 or 9 response gives a target for which they can aim. In the run up to exam season Edusites ‘Live Scripts’ can form the basis of a number of excellent lessons based on ‘what’ other students have achieved and most importantly how and why.
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The ability to compare and contrast is one of the most important and challenging skills to master for the 9 to 1 English Language and English Literature. Previously compare and contrast techniques was tested only by Controlled Assessment in one of the four units of English Literature: now it reaches across both specifications as detailed below. It takes on much greater significance because some reading passages in English Language and English Literature are unseen.
Presented at both The Team English Conference and the ResearchEd National conference this series of resources combine the latest research to improve creative writing. Directed towards improvements for the GCSE English Language Paper this resource can be used in conjunction with any qualification which includes a Creative Writing element.
Edusites English Macbeth Allusions booklet is not only useful for the teaching of Macbeth, but also in other texts where these biblical and classical allusions are made. We’re preparing our students for the language exam, where the text could be taken from anywhere. We are preparing our students for A Level, where good Bible knowledge is necessary for every text on the syllabus.
Power and Conflict Poetry Edusites English has teamed up with The Royal British Legion in partnership with Never Such Innocence would like to invite young people all over the world to share a message of Remembrance and hope, by saying “Thank You?" to the First World War generation.
Drawing room drama, murder mystery, critique of the classes, socialist sales pitch- there are a lot of different phrases you could use when describing ‘An Inspector Calls’. It’s a popular, short, and compelling little play that has been on the GCSE specification for decades now.
Teachers are nothing less than miracle workers. Language has the power to move us. Language has the power to make us see tired and old things anew. Language has the power to create hope.
Of all the challenges in the English Language exam, question one fades into the background when compared to the complexities of question four, or the mental gymnastics for the analysis in questions two and three. Question one sits there. Unobtrusive. Inoffensive. Nonchalant. A little dream of a question, really. “Find four things…”. Can’t go wrong, right?
The language analysis in question two is a tricky little gem of a question. Most students feel pretty confident attacking this one, and usually even weaker students can pick up one or two marks. I’m going to split this into advice for those who are aiming for each separate ‘level’, because the advice I would give is quite different.
And now question three. You little tricky brute. It should be so simple! Teach structural devices, and how to analyse them, chuck in a couple of nice sounding technical terms to boost their confidence, and voila! Eight out of eight? NO.
What is the problem with question four? It should be as simple as teaching the difference between analysis and evaluation, point them in the right direction, and watch them go. But it isn’t.