Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops

28 Pages·2016·0.35 MB·English

One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
1 Unit 1 (reading): AO1: W1 Write a fact file S1 Paired AO6: Reading Guidebook to Video: Saira Khan:
Identify and select Skills development presentation on Skills development assessment: Pendennis The importance of
information for: Paper 1, writer’s purposes for: Paper 1, Select and use Castle [nf] English in everyday
Question 1; Paper 2, and details Question 5; Paper 2, relevant life
Unit 31 (writing): Questions 1 & 2 Question 5 information; use Porridge recipe
Spell accurately detail in answers (2015) [nf] Assess to Progress
R1 Identify SPaG 1 Use full
information in sentences Sherman: Old
different types of Mali and the
texts SPaG 2 Use Boy (1964) [f]
quotation marks for
R2 Select relevant words from a text
information and
ideas to answer SPaG 3 Commonly
questions misspelt words

R3 Use detail to
work out what a
writer is suggesting

R4 Answer questions
in clear sentences

Further Progress:
read full short story
Sherman: Old Mali
and the Boy (1964)
[f]

Further resources Writing Workshop W1 Improving Video: Lemm Sissay:
1: Word Power vocabulary The power of words

W2 Choosing words
that have maximum
impact on the
reader
© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
2 Unit 2 (reading): AO1: AO5: S1 Group discussion AO6: Reading Holiday Video: Dr Stella
Select, interpret and Skills development Preparation for on the use of Skills development assessment: Identify magazine Peace: Writing for a
collate information: for: Paper 1, Paper 1, Question 5; evidence to support for: Paper 1, and interpret article on Casa particular purpose
Activities 2-5 Question 1; Paper 2, Paper 2, Question 5 answers Question 5; Paper 2, information; collate Playa near
Questions 1 & 2 Question 5 detail from different Alicante (2015) Assess to Progress
Unit 20 (writing): W1 Writing with sources [nf]
Writing for purpose R1 Collate evidence to support SPaG 1 Use simple
and audience: information from a ideas past tense Writing assessment: The Cuttack-
Activity 2 text Write to suit Balikuda Bus,
W2 Have something SPaG 2 Sentence purpose and adapted from
R2 Use evidence to to say punctuation using audience publishyourarti
support your capital letters, end cle.net [nf]
answers of sentence
punctuation Websites on
R3 Collate Manchester
information from SPaG 3 Capital attractions –
different sources letters for proper Arndale Centre;
nouns MOSI;
Further Progress: Manchester
Suggestions for City FC;
wider reading: three Manchester
collections of short Christmas
stories by Dahl, Markets (2015)
Whitaker and [nf]
Bradbury
Further resources Writing Workshop W1 Adapt a Read a recipe
12: particular style for
Instruct and advise writing advice
with style
W2 Choose
appropriate
imperatives for
instructing

© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
W3 Present
instructions in
chronological order
3 Unit 3 (reading): AO1: AO5: S1 Discussion on AO6: Reading assessment Hartley: The Video: Sam Cattell:
Interpret and Skills development Preparation for working out feelings Skills development Identify implicit Ladies Book of Features of
comment on for: Paper 1, Paper 1, Question 5; from images for: Paper 1, meaning; interpret Etiquette descriptive writing
meaning: Question 1; Paper 2, Paper 2, Question 5 Question 5; Paper 2, information and (1872) [nf]
Activities 2-4 Questions 1 & 2 S2 Discussion on Question 5 ideas; comment Assess to Progress
W1 Write comments using questions for showing Boo: Behind the
Unit 20 (writing): R1 Interpret on the presentation explicit and implicit SPaG 1 Develop understanding of Beautiful
(cont.): Activity 3 information and of a character in a meaning notes into clear explicit and implicit Forevers (2012)
ideas text sentence answers detail; support [nf]
answers with textual
R2 Comment to W2 Link purpose SPaG 2 Correct evidence
show understanding and audience with punctuation of
of explicit and control and craft direct quotations Writing assessment:
implicit detail Write to suit
Further Progress: SPaG 3 Sentence purpose and
R3 Support answers Suggested punctuation using audience
by using evidence collections of short capital letters, end
from the text stories for wider of sentence
reading punctuation
Further Progress:
Write a detailed SPaG 4 Capital
answer to further letters for proper
question on sources nouns
C and D

4 Unit 4 (reading): AO2: AO5, AO6: S1 Present ideas on AO6: Reading Win our fave Video:
Examine how writers Skills development Skills development the precise Skills development assessment: Writing new book, Dr Ian Pearson: Will
use language to for: Paper 1, for: Paper 1, replacement of for: Paper 1, for purpose and adapted from reading be
influence readers Questions 2 & 3; Question 5; Paper 2, over-used words Question 5; Paper 2, audience; using shout.mag.co.u important in the
Paper 2, Question 3 Question 5 Question 5 effective detail and k (2015) [nf] future?
Unit 22 (writing): language
Use effective W1 Write a Assess to Progress
vocabulary; commentary on a
© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
Activities 1-3 R1 Identify writers’ prize competition SPaG 1 Use verbs Writing assessment: Parenting
purpose in different poster and adverbs to write using verbs, Guide (2015)
texts enhance meaning adverbs and imagery [nf]
W2 Alter words for to enhance meaning
R2 Identify audience different effects SPaG 2 Understand Report on
suffixes protest in Truro
R3 Understand W3 Write responses (2015) [nf]
importance of to two examples of
purpose and writers’ use of Attenborough:
audience language Life on Earth
(2015) [nf]
R4 Examine how W4 Use a wide
writers try to vocabulary
influence readers
W5 Choose verbs
Further Progress: and adverbs to
Write response to enhance meaning
question on use of
language to create W6 Understand
an impression suffixes

Further Progress:
Examine the use of
verbs, adverbs and
imagery in extract
from National
Geographic

Further resources Writing Workshop W1 Write a
11: Pitching in document for an
advertising agency
to persuade a client
to buy your services

W2 Present ideas
persuasively
© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
5 Unit 21 (writing): R1 Read extracts AO6: S1 Peer assessment AO6: Writing assessment: Rider: Dragon Assess to Progress
Write effective focusing on Skills development on use of detail and Skills development Varying sentence Danger (2006)
sentences sentence variety and for: Paper 1, linking a sequence of for: Paper 1, structures for [f]
subordinate clauses Question 5; Paper 2, events Question 5; Paper 2, interest; using
Question 5 Question 5 descriptive detail Student
description of
W1 Learn about SPaG 1 an ideal home
simple, compound Find out about [nf]
and complex irregular past tense
sentences
SPaG 2 Use of
W2 Add descriptive commas for: items
detail to sentences in a list; marking off
for effect extra information;
after a subordinate
W3 Vary sentence clause at the
structures to beginning of a
interest the reader sentence

Further Progress:
Write 2/3 sentences
each describing
three things
6 Unit 5 (reading): AO2: W1 Write short texts S1 Paired discussion AO6: Reading assessment Chiswell Assess to Progress
Examine how writers Skills development to influence opinion on supporting or Skills development Greenbelt,
create and use tone for: Paper 1, opposing a planning for: Paper 1, Understanding of a adapted from
Questions 2 & 3; appeal Question 5; Paper 2, writer’s feelings, petitions24.co
Unit 31 (writing) Paper 2, Question 3 Question 5 attitude and tone; m [nf]
(cont.): understanding of
Spell accurately R1 Examine how SPaG 1 Punctuation use of words and Tom’s story,
writers use of lists sentence forms; adapted from
adjectives and support points with England.shelter
adverbs SPaG 2 quotations .org.uk (2015)
Change adjective to [nf]
adverbs
© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
R2 Examine how Jefferies: A Wet
writers use noun Night in London
phrases (1985)
(adapted) [f]
R3 Investigate how
writers create and Engels: The
use tone Condition of the
Working Class
R4 Look at how in England
writers vary (1984) [nf]
sentence forms

Further Progress:
Write response to
questions on tone
and use of language
in short extract

7 Unit 6 (reading): AO2: W1 Write a S1 Paired discussion AO6: Reading London Eye, Assess to Progress
Explore how writers Skills development commentary on a on writing styles Skills development assessment: adapted from
use language to for: Paper 1, website entry to for: Paper 1, Writer’s choice of aviewoncities.c
describe Questions 2 & 3; inform and describe Question 5; Paper 2, detail and om [nf]
Paper 2, Question 3 Question 5 descriptive
W2 Write on the use language; use of Hughes: The
R1 Explore how of noun phrases by a SPaG 1 Use of verbs, detail and Rain Horse
writers use writer adjectives and description to create (1967) [f]
descriptive language adverbs in phrases atmosphere;
and imagery W3 Write on the use in creating effects supporting points Stevenson:
of descriptive detail from the text Treasure Island
R2 Explain the effect (1983) [f]
of descriptive
techniques Hill: Mr.
Proudham and
R3 Consider how Mr. Sleight
writers create (1974) [f]

© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
setting and
atmosphere

Further Progress:
Read short extract
and explain how
writer uses detail
and descriptive
language to create
impression of place

8 Unit 22 (writing) R1 Explore use of AO6: S1 Paired discussion AO6: Writing assessment: Collins: Assess to Progress
(cont.): imagery Skills development on replacement Skills development Write an effective Catching Fire
Use effective for: Paper 1, verbs for: Paper 1, opening for a (2009) [f]
vocabulary R2 Explore Setting Question 5; Paper 2, Question 5; Paper 2, frightening story;
Activities 4-7 and Atmosphere Question 5 S2 Discuss writers’ Question 5 write using a Winchester:
use of verbs developed Article in
Further Progress: W1 Think about SPaG 1 Punctuating vocabulary; write National
Unit 31 (writing) Explain how writer word choice direct speech using verbs, adverbs Geographic
(cont.): uses detail and and imagery to (2004) [nf]
Spell accurately descriptive language W2 Create effective SPaG 2 Plurals enhance meaning
in short extract images spelling

W3 Craft writing

Further Progress:
Examine writers’ use
of verbs, adverbs
and imagery in short
extract

Further resources Writing Workshop W1 Write a short Video: Alison Clink
13: narrative to create describes how she
Create drama and drama and suspense plans her short
suspense stories
© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
W2 Select
vocabulary and use
grammatical
structures to create
suspense
9 Unit 7 (reading): AO2: W1 Write on S1 Paired discussion AO6: Reading Child safety, Video: Dr Paul
Explore how writers Skills development effective use of on ordering and Skills development assessment: thinkdirect.cov. McDonald:
order and organise for: Paper 1, writing in order to presenting ideas for: Paper 1, Writers’ choice of uk (2015) [nf] Techniques for
texts Questions 2 & 3; express ideas Question 5; Paper 2, words and their conveying meaning
Paper 2, Question 3 Question 5 order; linking ideas Waterhouse,
W2 Rewrite for in paragraphs; using How to Speak Assess to Progress
R1 Examine how different audiences SPaG 1 Use of structure to Brochurese
writers choose and pronouns influence the reader (1993) [nf]
order words
SPaG 2 Use of
R2 Follow ideas in a imperatives
paragraph

R3 Investigate
structure

Further Progress:
Explain how author
structures her
writing in given
extract
Further resources Writing Workshop W1 Explore an SPaG 1 Purposeful Video: Mike
3: alternative approach use of question Ferguson: Taking
This is how to to description and marks and risks with writing
organise writing No narrative exclamation marks
it isn’t Punctuate a piece of
W2 Use sentence writing
variety to add effect
10 Unit 23 (writing): R1 Reading to AO5: S1 paired discussion AO6: Writing assessment: Arjun on Video: Benjamin
Control your writing identify paragraph Skills development on story ideas, Skills development Narrative writing November Zephaniah: Finding
for: Paper 1, asking for feedback for: Paper 1, using: sequenced Night, Opening ideas
© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
Unit 31 (writing) development from a Question 5; Paper 2, Question 5; Paper 2, ideas, effective of student story
(cont.): plan Question 5 Question 5 dialogue; coherent, [f] Video: A student
Spell accurately linked paragraphs view: Planning
W1 Plan writing SPaG 1 Paragraph
punctuation – to Video: Chris
W2 Write coherent indicate a shift in Priestley: Using
paragraphs focus; to indicate a dialogue
change of speaker in
W3 Link paragraphs a dialogue Video: Lemm Sissay:
Writing dialogue
SPaG 2 Spelling the
‘f’ sound Assess to Progress

SPaG 3 Prefixes -
-dis and -un
11 Unit 8 (reading): AO2: W1 Write on the S1 Paired discussion AO6: Reading Steinbeck: Of Video: Dr Paul
Explore structure in Skills development effective use of on structuring Skills development assessment: Mice And Men McDonald: Using
fiction for: Paper 1, ‘zooming in’ description Paper 1, Question 5; Explain the use of (1937) [f] narrative structure
Questions 2 & 3; Paper 2, Question 5 effective structure to engage the reader
Paper 2, Question 3 W2 Write on use of S2 Paired discussion to interest a reader;
structure to interest and presentation on SPaG 1 Use of explain the use of Handout: Of Mice
R1 Investigate use of reader the use of ‘zooming contrasting contrast and and Men extract
contrast in in’ technique sentences effective paragraph
descriptions links Assess to Progress
S3 Questions on
R2 Investigate presentation
‘zooming in and out’

R3 Track links
between paragraphs

R4 Explore the
effects of structure
on the reader

Further Progress:
© Cambridge University Press 2016
One Year (33 week) Scheme of Work for AQA GCSE English Language using Progress and Writing Workshops
Week Progress Unit Opportunities Opportunities Opportunities Spelling, Opportunities Texts Cambridge
for reading for writing for spoken punctuation and for assessment Elevate
language grammar resources
Suggestions for
further reading by
Steinbeck
Further resources Writing Workshop W1 Make choices Video: Mike
8: about the type of Ferguson: The
Don’t stop the train sentences used benefit of discussion

W2 Match Extracts from
vocabulary closely to Dombey and Son by
the meaning of the Charles Dickens in
writing full
12 Unit 24 (writing): R1 Reading to AO5: S1 Paired discussion AO6: Writing assessment: Video: Dr Stella
Create tone to understand Skills development on effective letters Skills development Persuasive writing to Peace: Tone
influence your appropriate tone for: Paper 1, for job applications for: Paper 1, sell an item with:
reader and register Question 5; Paper 2, Question 5; Paper 2, Standard English; Video: Sam Cattell:
Question 5 Question 5 informal tone; use of Standard English
flattery,
W1 Write in SPaG 1 apostrophes exaggeration and Assess to Progress
Standard English for missing letters humour as
persuasive features
W2 Understand the
differences between
formal and informal
writing

W3 Create tone
through word choice

W4 Use tone to
influence your
reader

Further Progress:
Write a letter of
advice, using a
friendly,
© Cambridge University Press 2016