"Edusites English has been a game-changer for my classroom, providing expertly crafted resources that make teaching complex texts straightforward and enjoyable." "The revision guides and practice papers have given my students the confidence they need to excel in their exams, with noticeable improvements in their results." "Edusites English saves me so much time with its comprehensive lesson plans and study guides, allowing me to focus on what matters most—teaching and supporting my students." "The diverse range of materials, from text analysis to creative writing resources, keeps my students engaged and inspired in their English studies."
‘Twas the night before results day and all through the house not a creature was stirring…
well, no one except the thousands of teachers, students and parents all wondering what kind of tears the next morning will bring.
Whilst we fill ourselves with mantras (usually a medley of all the classics - they’re not my results, they’re the student’s/I’m not responsible for what happens in the exam hall/if they don’t do well, it’s because they didn’t work hard enough/Jeremy Clarkson has no qualifications and is still… Jeremy Clarkson), it’s hard, with so much on the line for both us and them, to not sit and wonder if you could have done just one more lunchtime session, or made one more revision resource.
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Key Stage 3 - A Thematic Approach‘If you were appointed, what would you do to improve student enjoyment?’My Principal queried two and a half years ago when I was internally interviewing for my current post: Head of English.Student voice had not always been kind to my department, and I felt if we could get key stage three students enjoying the subject, that enjoyment would be embedded and blossom by the time the stress of GCSE took hold.
My Principal queried two and a half years ago when I was internally interviewing for my current post: Head of English.Student voice had not always been kind to my department, and I felt if we could get key stage three students enjoying the subject, that enjoyment would be embedded and blossom by the time the stress of GCSE took hold.
Eduscribers We hope that today and last week were causes for celebrations and pain-free. We have had so many thank you messages from our members and we would love to hear from you.Email us hereWant advice? See below
Earlier this week, I decided I should put my 25-minute drive to work to more productive use. Instead of listening to Radio 3, Radio 4, 5 Live, or Capital, I downloaded the AQA’s podcast ‘De-icing with Death and Jane Eyre’s flamingos’ as it promised to explain ‘how effective back planning can help students untangle a text from its context’ and the ‘importance of cultural capital’ in this process. It proved a thought-provoking 15 minutes.
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.
How to Use Unseen Texts and Poetry Effectively in the Classroom the assessment of reading skills in this paper is based entirely on unseen texts. Consequently whenever possible students should practice analysing texts as ‘unseens’ as the norm in their study of both English Language and English Literature try to harness good reading skills from Key Stage 3 onwards by introducing students to a range of non- fiction texts from the 19th to 21st centuries across a range of genres and increasing the challenge of these texts up into Key Stage 4
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.
