English

Year 11

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 £12 inc. 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?

To define 19thcentury non-fiction, to comment on language, form and structure and to find quotations to support points of The Resurrectionists.

Reading comprehension – 19thcentury non-fiction

To read and understand / explain the main points in a 19thCentury non-fiction extract, to explain how language, form and structure are used in a 19thCentury non-fiction extract and to create a diary entry in role.

Summarising – 19thcentury text

To research background information for context (Florence Nightingale), to identify text type, audience and purpose and to explain and summarise the writer’s viewpoint .

How do we explain and comment on and analyse the structure of texts in examination questions?

To examine the term ‘structure’, to comment on the structure of a text and
to practise writing an exam style response.

How do we answer a question requiring interpretation of implicit/explicit meaning, ideas or information?

To examine AO1, to identify implicit/explicit information in a text and to practise writing a response to an exam style question.

How do writers organise and structure their work?

To examine organisational devices, to examine the structure of texts and to explain the effect of the organisational and structural devices.

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?

To define the terms implicit and explicit, to read a text and identify implicit meaning and to respond to a question requiring interpretation of implicit/explicit meaning.

How do we comment upon and analyse language? (AO2)

To examine AO2 and its requirements, to examine the skills necessary to explore language and to practise examining language.

Reading comprehension – ‘1984’

To understand how to locate, retrieve and find evidence in a text and to explore a text for meaning.

Literary heritage texts – Dickens ‘A Christmas Carol’ – reading for meaning

To read an extract from ‘A Christmas Carol’, to read a text and highlight descriptive language and to consider the character of Scrooge and why he was created.

How can you respond effectively to questions on fiction texts?

To identify question conventions, to identify structural and organisational devices and to respond independently to exam style questions.

What does it mean to ‘read beyond the lines?’

To explain the terms explicit and implicit meaning (reading beyond the lines), to read beyond the lines in texts to identify implicit meanings and to identify the writer’s intentions by reading 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?

To recall key descriptive language techniques, to practise writing a description using sensory language and to practise using language devices to describe a picture.

How do we comment on an exemplar answer?

To consider AO5 and AO6, to read an exemplar text and look for content and language features and to read an exemplar text and examine it for structure and organisation.

How do you write an opening to a narrative?

To consider why a story opening is an important part of its structure, to analyse narrative openings and consider if they engage the reader and to practise writing a narrative opening.

What are the elements of narrative writing regarding building believable characters?

To consider the elements of narrative writing, to consider how to develop a character and to write about a character.

How can we meet AO5/AO6 criteria?

To explore AO5 and /AO6 success criteria, to examine exemplar texts and to assess both assessments objectives achieved and to improve exemplar materials to meet success criteria.

How do we use dialogue in narrative writing?

To examine how to punctuate dialogue and assess it against Assessment Objective, to practise using a range of adjectives to describe how words are spoken and to practise writing dialogue.

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?

To consider the requirements of non-fiction writing paper, to examine a descriptive text for organisational and language devices and to practise writing a descriptive text to include effective description.

How do you write to argue?

To examine the Assessment Objectives for GCSE writing tasks, to examine techniques for writing to argue and to practise them and to apply techniques for writing to argue to an examination question.

How do you structure and argument?

To recap on techniques to argue/persuade, to examine a structure for an argument and to examine discourse markers and practise using them.

Planning discursive texts (i)

To define the meaning of a ‘discursive text’, to practise writing points for and against an argument and to examine the structure of a discursive text.

Planning discursive texts (ii)

To examine how to set out a discursive text, to plan points for and against and to draft a plan for a discursive essay.

Planning a discursive text (iii)

To practise writing introductory sentences for a discursive text, to practise writing sentence openers for a discursive text and to draft a detailed plan for a discursive essay.

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

To identify punctuation marks, to examine exemplar material and assess it, to write a paragraph using appropriate punctuation, and to explain in your own words, the importance of SPAG in examinations.

Spelling and grammar – sentence structure

To identify the three main types of sentence structure, to comment on extracts which use a variety of sentence structures and to practise using a variety of sentence structures.

Spelling and grammar – sentence, punctuation, structure

To apply a range of sentence structures to achieve effect, to apply a range of higher level punctuation for effect and to use structural devices to enhance the quality of writing.

Sentence structures to create effects.

To identify simple, compound and complex sentences, to develop the use of simple sentences for effect and to develop the use of complex sentences for effect .

Spelling and grammar – colons and semi-colons

To identify and explain the uses of semi-colons, to identify and explain the use of colons and to practise using semi-colons and colons.

Spelling and grammar – forming complex sentences

To define complex sentences, to identify complex sentences and to practise writing 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 define and explain the use of a range of language features, to identify language features in a text and to explain their effect on the reader.

Language devices to create meaning and effect (ii)

To identify common language devices, to apply simile to fiction writing and to apply metaphor and personification to fiction writing.

Using language devices in fiction writing (i)

To identify common language devices, to apply pathetic fallacy to fiction writing and to apply onomatopoeia to fiction writing .

Using language devices in fiction writing (ii)

To identify common language devices, to apply simile to fiction writing and to apply metaphor and personification to fiction writing.

Using ambitious vocabulary and sensory language

To practise using ambitious vocabulary to improve simple sentences, to choose appropriate vocabulary to improve descriptions and to practise writing sentences using ambitious vocabulary.

How do writers use techniques to improve their writing?

To practise writing sentences using detailed words, to practise repeating words in sentences for effect and to practise using alliteration for sound and description.

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