Tute’s team of experienced teachers have planned our lessons to work alongside what students are studying in school; to enable catch-up, to consolidate something that was difficult to master in class or to help revise for exams. To make is easy to choose lessons for different subjects, year groups and levels, we have organised lessons into topics that are fully aligned with the National Curriculum ensuring a comprehensive coverage of the curriculum that makes sense!
All you need to do is select the topic and then the level you feel is appropriate and you will find a list of suitable lessons that you can book for just £10 ex VAT
Reading skills for GCSE non-fiction paper
At GCSE level, reading of texts applies to a broad range of not only genres, text types and styles, but also historical contexts. 19thCentury texts now appear in all major exam board specifications and in this topic we focus in particular on non-fiction examples of both modern and 19thCentury texts. We will engage with a broad variety of texts such as diary entries, letters and historical recounts so that we can become familiar with exemplar questions and how to respond to them.
How do we analyse 19thCentury non-fiction for meaning?
Reading comprehension – 19thcentury non-fiction
Summarising – 19thcentury text
How do we explain and comment on and analyse the structure of texts in examination questions?
to practise writing an exam style response.
How do we answer a question requiring interpretation of implicit/explicit meaning, ideas or information?
How do writers organise and structure their work?
Reading skills for GCSE fiction
In this topic we will explore a broad range of fiction texts, ranging from modern day text to 19thcentury text that now feature significantly across exam board specifications. We will consider both explicit and implicit meanings, how writer’s use language, and structural and organisational devices. We will also examine how to locate evidence within these texts and how it can be used to support our responses. These are key skills for any candidate undertaking GCSE English Language.
How do we identify and interpret implicit/explicit meaning, ideas or information?
How do we comment upon and analyse language? (AO2)
Reading comprehension – ‘1984’
Literary heritage texts – Dickens ‘A Christmas Carol’ – reading for meaning
How can you respond effectively to questions on fiction texts?
What does it mean to ‘read beyond the lines?’
Writing skills for GCSE fiction
At GCSE, candidates need to be able to write for a range of purposes and audiences. During this topic we specifically examine writing techniques for fiction texts. We will consider the conventions of narrative, creative and descriptive writing and develop skills in these forms. We will focus on areas such as narrative openings, using language effectively, creating characters and utilising dialogue to develop. We will also explore exam success criteria and how to meet it throughout the lessons.
How do you write to describe for the fiction paper?
How do we comment on an exemplar answer?
How do you write an opening to a narrative?
What are the elements of narrative writing regarding building believable characters?
How can we meet AO5/AO6 criteria?
How do we use dialogue in narrative writing?
Writing skills for GCSE non-fiction
The skills required for non-fiction writing are very specific to the text types and purposes of this form. In this topic students will learn how to write to argue and persuade and focus in particular on discursive texts. We will consider how best to structure these texts as well as studying how language can be adapted and crafted to persuade or influence the reader. We will explore a range or real life issues in these lessons that help us to become more engaged with creating powerful and articulate texts in preparation for GCSE exam style questions.
How do you write to describe for the non-fiction paper?
How do you write to argue?
How do you structure and argument?
Planning discursive texts (i)
Planning discursive texts (ii)
Planning a discursive text (iii)
Spelling, punctuation and grammar for GCSE
With greater emphasis as ever on spelling, punctuation and grammar in marks schemes and exam specifications across all school subjects, not only English, getting these spelling skills right is crucial. In this topic we will cover spelling, punctuation, sentence structure and grammar, both in terms of improving technical accuracy, but also to enhance the quality and cohesion of our writing. We will consider how using a range of sentence structures and higher level punctuation for effect can improve the quality of writing and raise attainment.
Spelling and grammar – punctuation
Spelling and grammar – sentence structure
Spelling and grammar – sentence, punctuation, structure
Sentence structures to create effects.
Spelling and grammar – colons and semi-colons
Spelling and grammar – forming complex sentences
Writing devices and language techniques for GCSE
Across both the reading and writing exam question areas, understanding how writing devices and language techniques are used and to what effect is a recurrent skill assessed by examiners. In this topic we will examine both how other writers develop their use of language techniques and how we too can adopt these devices within our own writing. We will cover a broad range of features such as simile, metaphor, pathetic fallacy, onomatopoeia, personification, sensory language, alliteration and ambitious vocabulary.
Language devices to create meaning and effect (ii)
Using language devices in fiction writing (i)
Using language devices in fiction writing (ii)
Using ambitious vocabulary and sensory language
How do writers use techniques to improve their writing?
Safe & Secure
Tute is used in hundreds of schools and is approved by local authorities. We conform to the highest safeguarding standards, and have the necessary tools to help support young people with SEND.
Every Tute session is recorded. This means that we monitor every lesson and ensure the very best quality of teaching. Parents can review the lesson too, as can the student for revision.
Our teachers are qualified, and are DBS checked. As trained professionals they have a natural authority, and can manage effective and engaging classes.