# data[].attributes.body
Hints, tips and questions

# data[].attributes.body
Powerpoint running through the important features of paper 2.

# data[].attributes.body
Taken from a June exam - but completing these small activities before the exam could be very helpful.

# data[].attributes.attachment_link.description
AQA GCSE English Language (8700) Choose your exam paper: Paper 1 Paper 2 Paper 1: Explorations in Creative Reading & Writing Critical Reading Tools Critical

# data[].attributes.attachment_link.title
10 of the Best Revision Resources for GCSE English Language - Updated for 2018

# data[].attributes.attachment_link.description
10 of the Best Revision Resources for GCSE English Language - Updated for 2018

# data[].attributes.attachment_link.title
GCSE English Language Revision - StudyWise

# data[].attributes.attachment_link.description
GCSE English Language Exam Revision Q&A Forum - Ask a Question - StudyWise

# data[].attributes.headline
Exam and revision tips to deal with stress

# data[].attributes.subject
Exam and revision tips to deal with stress

# data[].attributes.body
Figurative language and structural devices- Paper 1.

# data[].attributes.attachment_link.title
Figurative language and structural devices Flashcards | Quizlet

# data[].attributes.attachment_link.description
Start studying Figurative language and structural devices. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

# data[].attributes.attachment_link.description
Start studying Week 2 Quizlet. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

# data[].attributes.attachment_link.title
Persuasive language devices Flashcards | Quizlet

# data[].attributes.attachment_link.description
Start studying Persuasive language devices. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

# data[].attributes.attachment_link.title
GCSE English Language - AQA - BBC Bitesize

# data[].attributes.attachment_link.description
Easy-to-understand homework and revision materials for your GCSE English Language AQA '9-1' studies and exams.

# data[].attributes.headline
Questions, feedback or suggestions on further revision material are welcome.

# data[].attributes.subject
Questions, feedback or suggestions on further revision material are welcome.

# data[].attributes.body
gcoleman@buckscollegegroup.ac.uk

# data[].attributes.headline
Creative writing question- ask your tutor for more if you need them.

# data[].attributes.subject
Creative writing question- ask your tutor for more if you need them.

# data[].attributes.body
Articles often taken from here for paper 2 questions. Read the latest news and link questions to the article. For example: how has language been used to interest the reader?

# data[].attributes.attachment_link.title
Latest news, sport and opinion from the Guardian

# data[].attributes.attachment_link.description
Latest news, sport, business, comment, analysis and reviews from the Guardian, the world’s leading liberal voice

# data[].attributes.headline
Creative writing question- ask your tutor for more if you need them.

# data[].attributes.subject
Creative writing question- ask your tutor for more if you need them.

# data[].attributes.body
Your tutor will have access to more of these if needed!

# data[].attributes.attachment_link.description
AQA | Non-exam assessment guide: Spoken language endorsement Promoted Published 30 Oct 2015

# data[].attributes.body
Free YouTube videos offering insight into English GCSE questions.

# data[].attributes.attachment_link.readable_text
Mr Bruff - YouTube

# data[].attributes.attachment_link.keywords[]
mr bruff aqa gcse english literature level community college how to revise

# data[].attributes.attachment_link.description
I am an English teacher making videos on GCSE and A' Level English Language and Literature. Check out mrbruff.com/proof for evidence that my videos can help you with your exams. Note: I am not affiliated with or endorsed by any exam boards.

# data[].attributes.attachment_link.readable_text
We and our partners use cookies to personalize your experience, to show you ads based on your interests, and for measurement and analytics purposes. By using our website and our services, you agree to our use of cookies as described in our Cookie Policy.

# data[].attributes.attachment_link.title
AQA Language Paper 1 - Question 3 - Structural Analysis

# data[].attributes.attachment_link.description
Listen to this episode from GCSE English RevisionPod on Spotify. It's time to step back, waaaaay back. So far back that you can observe the overall shape and structure of the extract. Put down your language analysis microscope, step back and enjoy the view.

# data[].attributes.headline
Assessment objectives and other key assessment information.

# data[].attributes.subject
Assessment objectives and other key assessment information.

# data[].attributes.attachment_link.readable_text
Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years with all assessments taken at the end of the course.

GCSE exams and certification for this specification are available for the first time in May/June 2017 and then every May/June and November for the life of the specification.

This is a linear qualification. In order to achieve the award, students must complete all exams in November or May/June in a single year. All assessments must be taken in the same series. November entries will only be available to students who were at least 16 on the previous 31 August. See Resits and shelf life in the General administration section for November entry restrictions.
In designing and setting the assessments for this specification we have ensured that taken together, these assessments include questions or tasks which will allow students to:

provide extended responses

demonstrate their ability to draw together different areas of knowledge, skills and/or understanding from across a full course of study for this qualification.

The final reading question on each paper - Question 4 on Paper 1 and Question 4 on Paper 2 allows students to fulfill this requirement.

All materials are available in English only.

Aims and learning outcomes

Courses based on this specification should encourage students to:

read fluently and write effectively. They should be able to demonstrate a confident control of Standard English and they should be able to write grammatically correct sentences, deploy figurative language and analyse texts.

Courses based on this specification should enable students to:

read a wide range of texts, fluently and with good understanding

read critically, and use knowledge gained from wide reading to inform and improve their own writing

write effectively and coherently using Standard English appropriately

use grammar correctly, punctuate and spell accurately

acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language.

In addition, they must enable students to:
listen to and understand spoken language, and use spoken Standard English effectively.

The Spoken Language endorsement will be reported on as part of the qualification, but it will not form part of the final mark and grade.

Explorations in creative reading and writing
The aim of this paper is to engage students in a creative text and inspire them to write creatively themselves by:

in section A, reading a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers

in section B, writing their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image.

The paper will assess in this sequence, AO1, AO2 and AO4 for reading, and AO5 and AO6 for writing. Section A will be allocated 40 marks, and Section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.

Content

The source for the reading questions will be a literature fiction text. It will be drawn from either the 20th or 21st century. Its genre will be prose fiction. It will include extracts from novels and short stories and focus on openings, endings, narrative perspectives and points of view, narrative or descriptive passages, character, atmospheric descriptions and other appropriate narrative and descriptive approaches.

As a stimulus for students' own writing, there will be a choice of scenario, written prompt or visual image that is related to the topic of the reading text in section A. The scenario sets out a context for writing with a designated audience, purpose and form that will differ to those specified on Paper 2.

Writers' viewpoints and perspectives
The aim of this paper is to develop students' insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives. It will encourage students to demonstrate their skills by:

in section A, reading two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader

in section B, producing a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A.

The paper will assess in this sequence, AO1, AO2 and AO3 for reading, and AO5 and AO6 for writing. Section A will be allocated 40 marks, and section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.
Content

The sources for the reading questions will be non-fiction and literary non-fiction texts. They will be drawn from the 19th century, and either the 20th or 21st century depending on the time period assessed in Paper 1 in each particular series. The combination selected will always provide students with an opportunity to consider viewpoints and perspectives over time. Choice of genre will include high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, autobiography and biographical passages or other appropriate non-fiction and literary non-fiction forms.

In section B, there will be a single writing task related to the theme of section A. It will specify audience, purpose and form, and will use a range of opinions, statements and writing scenarios to provoke a response.

Non-exam assessment
The aim of the assessment is to allow students to demonstrate their speaking and listening skills by:

giving a presentation in a formal context

responding appropriately to questions and to feedback, asking questions themselves to elicit clarification

using spoken Standard English.

The assessment will be separately endorsed and will cover AO7, AO8 and AO9 for spoken language.
Content

Students must undertake a prepared spoken presentation on a specific topic. The topic is at the discretion. As a guide, the duration should be no more than ten minutes. The key requirements are:

presentations must be formal but may take a wide variety of forms, including talks, debates, speeches and dialogues

students must identify the subject for their presentations in advance and agree it with their teacher

presentations must be planned and organised. Students should be advised that that lack of preparation is likely to prevent access to the criteria for the higher grades

students may use pre-prepared notes, powerpoint etc. to assist them during their presentations but this is not a requirement

as part of, or following, the presentation students must listen to and respond appropriately to questions and feedback

where the audience is the teacher only, the presentation and dialogue must be designed in such a way that it could have a potentially wider audience than just one person (eg it replicates a television interview).

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE English Language specifications and all exam boards.

The exams and Spoken Language endorsement will measure how students have achieved the following assessment objectives.

AO1:
identify and interpret explicit and implicit information and ideas

select and synthesise evidence from different texts

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

AO3: Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts

AO4: 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. (This requirement must constitute 20% of the marks for each specification as a whole.)

AO7: Demonstrate presentation skills in a formal setting

AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations

AO9: Use spoken Standard English effectively in speeches and presentations.

Weighting of assessment objectives for GCSE English Language

Assessment objectives (AOs)

Component weightings (approx %)

Overall weighting (approx %)

Paper 1

Paper 2

Spoken Language NEA

Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students' final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Component

Maximum raw mark

Scaling factor

Maximum scaled mark

Paper 1: Explorations in Creative Reading and Writing

80

x1

80

Paper 2: Writers' Viewpoints and Perspectives

80

x1

80

Total scaled mark:

160

# data[].attributes.attachment_link.description
Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers This specification is designed to be taken over two years with all assessments taken at the end of the course.

# data[].attributes.headline
Creative writing prompts. Use to practise your creative writing at home.

# data[].attributes.subject
Creative writing prompts. Use to practise your creative writing at home.

# data[].attributes.attachment_link.readable_text
On the first day of school in my first term teaching in Bulgaria, I played a getting-to-know-you game I now call " The Sorting." I asked students to sort themselves around the room based on their answers to the questions I asked. For example, "go to this side of the room if you are an only child, that side if you have siblings." It was a fun way for us to quickly get to know each other better.

For one of my questions, I asked students to move to one side of the room if they had left the country, the other side if they never had. Slowly they all made their way to one side of the room.

Every single student had been abroad.

I asked them to further sort themselves by how many countries they had visited. The majority of my students had been to more than three other countries.

Just think! They had such a different perspective on the world than the majority of my American-born American students. They had eaten other foods, spoken other languages, gotten the hang of other metros and norms. They had a strong sense of the difference in customs and opinions around the world.

When I first moved back to the U.S., I talked to my students often about the experiences I had living abroad and traveling to many other countries. I wanted to tell them stories and share what I had learned.

But it's not easy to keep that conversation going. Somehow it doesn't come up very often. We get into our daily routines, and it's easy to stay focused on the here and now.

Yet in many ways our society becomes more global every day. I want to keep my students thinking beyond our borders.

This year when I began writing daily writing prompts as part of my collaboration with teachwriting.org, I decided to focus on travel prompts. Sharing a travel-based writing prompt is a fun, easy way to get students imagining life in another place. For many of the images, I use my own photos, a fun stroll down memory lane for me too.

My travel prompts appear every Thursday on the Teachwriting.org Facebook page; follow along to see them and writing prompts from the other collaborators every single day of the week. But I also thought I would round up some of them here, in case you'd like to add a splash of global writing to your curriculum.

Enjoy! I hope you decide to take your students on a world writing tour.

# data[].attributes.attachment_link.title
Global Writing Prompts to Broaden Horizons

# data[].attributes.attachment_link.description
On the first day of school in my first term teaching in Bulgaria, I played a getting-to-know-you game I now call " The Sorting." I asked students to sort themselves around the room based on their answers to the questions I asked.

# data[].attributes.body
Amazon is a cheap way to stock up on stationery as well!

# data[].attributes.attachment_link.keywords[]
revise aqa gcse english language revision guide: (with free online edition) (revise aqa gcse english 2015)

# data[].attributes.attachment_link.keywords[]
school textbooks & study guides: literature

# data[].attributes.attachment_link.keywords[]
english language - study guides - examinations

# data[].attributes.attachment_link.keywords[]
educational: english language & literacy

# data[].attributes.attachment_link.keywords[]
educational: english language: reading & writing skills

# data[].attributes.attachment_link.keywords[]
for national curriculum key stage 4 & gcse

# data[].attributes.attachment_link.keywords[]
for national curriculum key stage 4 & gcse (england & wales)

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction / language arts / general

# data[].attributes.attachment_link.keywords[]
juvenile nonfiction / study aids / test preparation

# data[].attributes.attachment_link.title
Revise AQA GCSE English Language Revision Guide: (with free online edition) (REVISE AQA GCSE English 2015)

# data[].attributes.attachment_link.description
Exam Board: AQALevel: GCSESubject: EnglishFirst teaching: September 2015First exams: June 2017 Revise smart and save!Designed for hassle-free classroom and independent study, our Revision Guides include a FREE online edition and complement the AQA GCSE English Language Student Books with a range ...

# data[].attributes.headline
Interesting read on sensory language for Paper 1.

# data[].attributes.subject
Interesting read on sensory language for Paper 1.