Pearson Edexcel

International GCSE English Language A

How to use the Scheme of Work

This Scheme of Work (SoW) has been made available on a word document rather than PDF, allowing you to edit the document in a way that suits
your teaching style and learner needs.

International GCSEs have 120 guided learning hours.

Guidance provided within the course planners, schemes of work and lesson plans are suggested approaches which can be adapted by
centres to suit their particular context.

The following SoW is based on a 45 minute lesson duration. We suggest that you dedicate around 27 lessons to teaching this
qualification per term. There are 100 suggested lessons in this scheme of work per paper, and you should edit this planner to suit your
teaching approach.

The course planners in our Getting Started Guide provide alternative recommendations on the order of approach to sections within the papers
across two years.

The columns in this lesson plan indicate:

 An overview of the time allocated to lessons
 Which section of the paper this lesson (or group of lessons) relates to
 The learning outcomes of those lessons. The resources that could be used to support the teaching of this lesson
 Within the content column, summary text is displayed in italics, which distinguishes summary text from specific activities for the
students. The number of lessons associated with specific activities are indicated in bold, and bracketed at the end of the activity.
  Transferable skills support, see below for further information.
Why transferable skills?

In recent years, higher education institutions and global employers have consistently flagged the need for students to develop a range of
transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. To support the design
of our qualifications, we have mapped them to a transferable skills framework. The framework includes cognitive, intrapersonal skills and
interpersonal skills and each skill has been interpreted for each specification to ensure they are appropriate for the subject.  Further information on
transferable skills is available on the website.  Pearson materials, including this scheme of work will support you in identifying and developing
these skills in students.
In the final two columns of this scheme of work we have indicated which transferable skills are explicitly assessed, and also where there are
opportunities for them to be developed through teaching. Our intention is that teachers can use these columns to increase opportunities for
transferable skills development in learners.  

Paper 1: Non-fiction and transactional writing

Scheme of Work
Introduction

This Scheme of Work covers the reading and writing requirements for Paper 1, where the Assessment Objectives AO1 to AO5 are assessed. The
lesson plans assume that two extended lessons will be available per week.

● For reading on Paper 1: students will respond to two texts. There will be a requirement to compare the texts to achieve AO3.
● For writing on Paper 1: tasks are transactional and it is possible for the same form (for example a letter or an article) to be present on
both tasks in the same paper but with a different focus and/or audience.

Reading
The initial learning sequence outlined in this Scheme of Work provides a generic framework that can be used to develop students’ understanding
of fiction texts so they can respond to unseen texts in the examinations. The approach places the emphasis on students developing their
understanding of texts, enabling them to show their critical and sensitive reading of fiction and non-fiction texts and meet the Assessment
Objectives AO1–AO3.
Writing
The initial learning sequence outlined in this Scheme of Work provides a generic framework that can be used to develop students’ understanding
of how to communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and
audiences. The approach places the emphasis on students developing their own understanding of how to communicate ideas through language,
form and structure, enabling them to show their ability to create accurate and effective texts and meet Assessment Objectives AO4 and AO5.
 Paper 1: Non-fiction and transactional Writing
Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
1-4 Paper 1: Students will be able to: Students should be given an extract from Part Selected extracts Interpretation Interpretation
Non-fiction 1 of the Anthology. from Part 1 of the Communication
(Section A) Understand the main ideas Introduce different strategies for working out a Anthology. Collaboration
a writer is communication writer’s main ideas: Alternatively, use Teamwork
● highlighting words in the text they do not materials that are
Summarise the key points understand and working out the meaning known to be
of a text using the context enjoyed by the
● summarising the ideas of each students and that
paragraph they have used
● highlighting the key points in the text before in the
● highlighting the topic sentences at the classroom.
start of each paragraph as a speed
reading method of grasping the main Summaries of
ideas in a text. texts.
(1 lesson)

Model how to write a summary of the main

ideas in a text. Use the strategies from the
activity to summarise the main ideas from
another text (if fiction was used pick non-
fiction this time).
(1 lesson)

Individually, students should write a sentence

summarising the text as clearly as possible.
Ask students to read three different
summaries and decide which one is best,
giving reasons.
(2 lessons)

Spoken language:
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
This is an opportunity to build in AO6. Swap
summaries written individually and assess
each other’s work. Students could also create
their own mark scheme to assess AO1 in this
activity.

5-8 Paper 1: Students will be able to: In pairs, students should read two accounts of Two accounts of Interpretation Interpretation
Non-fiction the same incident and consider: an incident written Communication
(Section A) Identify the writer’s views ● what happened by different writers, Collaboration
and perspective ● reasons why the two writers may have e.g. reports on the Teamwork
given different perspectives on the Presidential
Understand how a writer incident election win of
communicates their ● reasons why the two viewpoints are Barack Obama
perspective to a reader necessary and why it is important to from two different
have considered them. newspapers.
(1 lesson)
Selected extracts
Take two text on the same theme from the from Section B of
Anthology and describe the perspectives the GCSE Digital
presented in each, selecting detail from the Unseen Anthology,
texts to support ideas. e.g. texts on the
(1 lesson) theme of ‘winning
and losing’ or news
You may also choose to compare how a news articles on a
item is portrayed in newspapers with differing current topic from
political stances. different
(1 lesson) newspapers
chosen by the
Take a text from the Anthology and use the teacher.
reading skills learned in the previous plan to Alternatively, use
establish the main points and perspective of materials that are
the writer. known to be
Give students a text and ask them to bullet point enjoyed by the
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
the most important ideas that the writer uses. students and that
Give students a text and ask them to consider they have used
what the opposing perspective would be. before in the
Give students a text and ask them to select classroom.
words and phrases that reveal the writer’s
perspective to the reader. You might want to GCSE Digital
encourage them to focus on the adjective Anthology link:
choice at first. http://qualification
(1 lesson) s.pearson.com/en
/qualifications/ede
Spoken language xcel-
Demonstrate presentation skills in a formal gcses/english-
setting. language-
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9-12 Paper 1: Students will be able to: Look at a text and work with students to Selected extracts Interpretation Interpretation
Non-fiction underline words and phrases that might help from Part 1of the Communication
(Section A) Identify the audience for a you to identify the audience. Anthology. Collaboration
text Ask students to define what the word 'purpose' Section B of the Teamwork
means and then get them to consider the use of Digital Anthology
Identify the purpose of a different texts that you have on display. could be used, e.g.
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
text (1 lesson) to compare
audience and
Advertisements a purpose. Texts
re also a good starting point for exploring from Guy Claxton,
purpose and audience. the Independent,
(1 lesson) the Sunday Times
and New Scientist
Work with a series of texts to consider what could be used.
purpose they serve. Create two spider diagrams Alternatively, use
– one with the purpose of each text in the centre materials that are
and one with the audience for each text in the known to be
centre. Around the outside, write the clues that enjoyed by the
help to identify purpose and audience. students and that
Encourage students to justify what purpose they they have used
select. You may wish to take two texts from the before in the
Anthology and encourage students to compare classroom.
the purpose of the texts and why they have
made the assumptions they have.
(2 lessons)

Spoken language Demonstrate presentation

skills in a formal setting or listen and respond
appropriately to spoken language, including to
questions and feedback on presentations.

13-16 Paper 1 Students will be able to: To reinforce learning from the previous Selected extracts Interpretation As above - extension
Non-fiction Comment on how writers session, pick a text and ask students to from Part 1 of the of previous week
(Section A make texts appropriate for identify audience and purpose of the text and Anthology. Section
their audience and purpose explain reasons. B of the Digital
Take another text and identify what the Anthology could be
audience and purpose are. Students should used, e.g.
then write a series of sentences about to compare
language and structure that will help another audience and
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
student understand why they have selected purpose. Texts
the audience and purpose they have. from Guy Claxton,
Complete the sentences: the Independent,
● Audience is … the Sunday Times
● The audience is important in a text and New Scientist
because … could be used.
● Purpose is … Alternatively, use
● The purpose is important in a text materials that are
because … known to be
(4 lessons) enjoyed by the
students and that
they have used
before in the
classroom.
17-20 Papers 1 Students will be able to: Write the terms ‘subject’, audience’, ‘purpose’ Sample Problem solving
Problem solving
and 2: and ‘form’ (SAPF) on the board. Use assessment Executive function
Section B Generate appropriate and questioning to establish what each term materials Creativity Creativity
engaging ideas to include means. Students should jot down a text they
in their writing have read in the last 24 hours. They should
identify subject, audience, purpose and form
for the text.
(1 lesson)

Take two questions from the sample

examination material (one week using Paper
1 and one week using Paper 2). Ask students
to colour code, using four colours, the SAPF
required from the question.
With students, consider ways to generate
ideas:
● prior knowledge
● experience
● reading about a topic (e.g. from the
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
reading tasks)
● reading done before the examination.
Consider strategies for noting down ideas:
● list
● spider diagram
● mind map.
Ask students to select one sample
examination task and use one strategy to jot
down ideas to write about.
(3 lessons)

21-24 Paper 1: Students will be able to Use feature cards to share key terminology Language feature Interpretation Analysis
Non-fiction identify what is meant for the examination and techniques that may cards Communication
(Section A) by: be seen in texts. Collaboration
Students should be given an extract from the Teamwork
● voice text they have studied. In pairs, students Selected extracts
● language choice colour code the features they have spotted. from Part 1 of the
● imagery Students share their findings as a whole Anthology.
● appeal to the senses class. Alternatively, use
● speech and thought Each pair of students shares their materials that are
● techniques for observations with another pair. known to be
purpose, e.g. (2 lessons) enjoyed by the
persuade, inform students and that
● sentence length and Individually, students write a short explanation they have used
variety structure. of why a writer’s choice of language is before in the
important for audience and purpose. This is classroom.
practise for the assessment of AO2, so
students could use the levels-based mark
scheme to assess their explanations.
Spoken language: In pairs, students choose
three features and explore the impact they
have on the reader; they annotate the text.
(2 lessons)
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
25-28 Paper 1: Students will be able to : Each student is given cards with SIMILE, Cards, artefacts Critical thinking
Reasoning and
Non-fiction METAPHOR or PERSONIFICATION on. with sensual Analysis
(Section A) Demonstrate their Read out quotes from the text studied (extract appeal. This could argumentation Reasoning
understanding of the if possible) and students hold up cards. cover a number of Critical thinking Communication
effects a writer is hoping to Explore the way that literary techniques can sessions. Collaboration
achieve by use of: be used in both fiction and non-fiction texts. Teamwork
● simile Each student is given an extract from the
● metaphor Anthology to study. The extract should Extracts from
● personification include a reasonably detailed description of a Section B of the
● colour and contrast place. In pairs, students colour code GCSE Digital
● description of place examples of simile, metaphor, personification, Unseen Anthology,
and explain how a writer use of colour and adjectives/descriptions of e.g. the Tony Blair
uses these to appeal to the place. text, the Bill Bryson
senses. Each pair of students shares one feature with text, the extract
the whole class. from Tatler or the
(2 lessons) extract from Joe
Simpson.
Each pair chooses a comment made by Alternatively, use
another pair and writes a comment on the materials that are
effect the feature has. Remind the whole known to be
class of the senses and show a range of enjoyed by the
things that appeal to the senses such as students and that
paintings, adverts, food, pottery and craft. they have used
Invite pair discussion on the nature of their before in the
appeal. classroom.
In pairs, students choose one feature or
literary image from the extract that particularly GCSE Digital
appeals to the senses and writes a comment Anthology link:
on a post-it explaining why. http://qualification
The post-its are displayed or passed round s.pearson.com/en
and students are invited to discuss in pairs /qualifications/ede
whether or not they agree with the comment. xcel-
Individually students choose two images gcses/english-
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
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29-32 Paper 1: Students will be able to: Share different types of transactional text with Selected texts from Problem solving
Problem solving
Section B the class as a whole. These should include Section B of the Executive function
Understand how form can letters and articles. Ask students to identify GCSE Digital Communication
help direct how and what to parts of the texts that help them to recognise Unseen Anthology, Collaboration
write the different forms, e.g. headline, first person e.g. the letters from Leadership
narrative, salutation. Share findings with the Kurt Vonnegut and
whole class. J R R Tolkien and
In pairs, select a feature of one text and any of the articles.
explain why it is used. Ask pairs to list the Alternatively, use
similarities and differences between two materials that are
different texts and use the snowball technique known to be
to share these ideas with another pair. enjoyed by the
(2 lessons) students and that
they have used
As a class, examine two letters and ask before in the
students to identify how these letters are classroom.
similar. Ask students to consider how one text
would be different if it was written as an GCSE Digital
article. List features of an article. Anthology link:
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
Ask one set of students to write the opening http://qualification
to a letter on an issue that is important to s.pearson.com/en
them, and another set to write the opening to /qualifications/ede
an article about the same issue. Use the mark xcel-
scheme for AO4 to self-assess the work gcses/english-
produced. language-
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33-36 Paper 1: Students will be able to: Share different types of transactional text with Selected texts from Critical thinking
Problem solving
Section B the class as a whole. These should include Part 1 of the Problem solving
Understand how form and review and travel writing. Ask students to Anthology, or Analysis
help direct how and what to identify parts of the texts that help them to Section B of the Communication
write. recognise the different forms, e.g. first person digital Anthology, Collaboration
narrative, identification of what is being e.g. the reviews Teamwork
reviewed. Share findings with the whole class. from Tony Blair
Follow up with discussion of features and why and New Scientist,
they are used. the extract from
(1 lesson) Joe Simpson or Bill
Bryson.
Ask one set of students to write the opening Alternatively, use
to a review of a place and another set to write materials that are
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
the opening to a piece of travel writing. Use known to be
the mark scheme for AO5 to self-assess the enjoyed by the
work produced. students and that
In pairs, select a feature of one text and they have used
explain why it is used. Ask pairs to list the before in the
similarities and differences between two classroom.
different texts and use the snowball technique
to share these ideas with another pair.
Students should list features of reviews and
travel writing and share these with others,
snowballing their ideas. They should RAG
(red, amber, green) rate the features to show
those that they are aware of and those they
need to work on.
(3 lessons)

Spoken language
Listen and respond appropriately to spoken
language, including to questions and
feedback on presentations.
37-40 Paper 1: Students will be able to: Share different autobiographical texts with Selected texts from Decision making
Problem solving
Section B students. Ask students to identify parts of the the GCSE Digital Critical thinking
Understand how form can texts that help them to recognise the form and Unseen Anthology, Decision making Problem solving
help direct how and what to to look at what the difference is between e.g. the extract Analysis
write biography and autobiography. Share findings from Jean- Communication
with the whole class. Dominique Bauby, Collaboration
(2 lessons) Joe Simpson or Teamwork
Brian Keenan.
As a class, examine two autobiographical Alternatively, use
pieces and ask students to identify how they materials that are
are similar. Ask students to consider how one known to be
text would be different if it was written as a enjoyed by the
biography. students and that
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
Ask one set of students to write the opening they have used
to an autobiographical piece, and then ask before in the
another set to write the opening to their classroom.
biography. The students should then compare
the two pieces using the mark scheme for GCSE Digital
AO3. Anthology link:
(2 lessons) http://qualification
s.pearson.com/en
Spoken language /qualifications/ede
Listen and respond appropriately to spoken xcel-
language, including to questions and gcses/english-
feedback on presentations. language-
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41-44 Paper 1: Students will be able to: Revise how to identify the main ideas in a text Useful extracts Interpretation Interpretation
Non-fiction by displaying a text from an earlier session. from Section B of Reasoning and Critical thinking
(Section A) Understand how language Ask students to pick out the key points. the Digital argumentation Analysis
reveals a writer’s Summarise the main message of the text in Anthology are: the Critical thinking Productivity
perspective. 15 words. Kurt Vonnegut Responsibility
Select one text from the Anthology and letter, the extract
identify words and phrases in the text that from the Guardian,
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
show the writer’s perspective. Take another the texts on
text on the same theme – explore the ‘winning and
perspective communicated and compare it losing’ or the
with the first text. Pick out words and phrases Independent text.
to support comments. Alternatively, use
(2 lessons) materials that are
known to be
Write a paragraph explaining how the enjoyed by the
language choices in the two texts differ. students and that
Revise the language techniques discussed in they have used
previous sessions. Discuss the effect of these before in the
techniques in the text. How do they help to classroom.
communicate the writer’s ideas and
perspective?
(2 lessons)
45-48 Paper 1: Students will be able to: Introduce students to the technical terms Selected extracts Reasoning and Critical thinking
Non-fiction surrounding language by encouraging them to from Section B of argumentation Reasoning
(Section A) Understand the impact link them to definitions. Then, ask students to the Digital Communication
Critical thinking
language choice can have make up examples of the techniques or to Anthology. The Collaboration
on the reader. look on the internet/in newspapers for Tony Blair text, the Teamwork
quotations that use these techniques. Bill Bryson text, the Responsibility
Students could also describe an object, place extract from Tatler
or person using figurative language. or the Joe Simpson
(1 lesson) texts describe
places.
Find a series of advertising slogans. Put the Set of cards with
class into groups and encourage them to technical terms
identify the language techniques that the and their
writer has employed. Ask them to swap with definitions
another group and ask groups to pinpoint
techniques that they didn’t identify or they
think the other group might have labelled
incorrectly. Ask groups to swap back. Go
Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
through the slogans and ask for feedback
from groups – exploring the techniques used.
(1 lesson)

Select two texts on a theme from the

Anthology. Encourage students to identify
what techniques the writer has employed at
these points. Ask them to edit one text to
change the perspective of the writer.
Hand out a newspaper article or similar text
and encourage pairs to underline words or
phrases that help to sum up the ideas and
perspectives of the article. Then, demonstrate
how to identify and comment on the language
Set of quotations
in a quotation – annotating a quotation on the
from a newspaper
board. Encourage students to work in pairs to
article or other text
complete the same activity. (2 lessons)
for analysis.
Then, show students how to construct a
Alternatively, use
paragraph on language using the quotation
materials that are
that you labelled earlier. In groups or pairs,
known to be
ask students to construct a paragraph on
enjoyed by the
language.
students and that
Comment on group responses – showing
they have used
where they would have got marks and what
before in the
needs to be improved. Encourage them to
classroom.
improve the paragraphs they have written,
Exemplar
using the AO2 levels-based mark scheme.
paragraph
(2 lessons)
demonstrating how
to analyse the
Spoken language
language in an
Demonstrate presentation skills in a formal
extract
setting or listen and respond appropriately to
spoken language, including to questions and
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
feedback on presentations.
49-52 Paper 1: Students will be able to: Using an example of a text, select examples Selected extracts Reasoning and Critical thinking
Non-fiction of language used by the writer. List the from Section B of argumentation Analysis
(Section A) Comment effectively on language features selected by students on the Digital Critical thinking Leadership
how language the board. Ask students to comment on the Anthology. The Interpretation
communicates ideas and impact of each feature selected. Tony Blair text, the
perspectives. (1 lesson) Bill Bryson text, the
extract from Tatler,
Select another text and ask students to the Brian Keenan
summarise the ideas in it. Select examples or the Joe Simpson
from the text of language features that match texts describe
their lists prepared in previous sessions. places.
Identify examples of one specific technique Alternatively, use
linked to the type of text (for example literary materials that are
technique if it is a fiction text), e.g. known to be
exaggeration, and consider the impact of this enjoyed by the
technique. Remind students that this is students and that
assessed in AO2. they have used
(3 lessons with different texts) before in the
classroom.
53-56 Paper 1: Students will be able to: Encourage students to mind map/ brainstorm/ Sample Problem solving Problem solving
Section B list ideas onto a page. Encourage them to assessment Executive function
Select the best ideas to select the best ideas and list them in an order materials Responsibility
write about where it is easy to see how you would move Productivity
between paragraphs.
Consider how to organise
these ideas into Model to students how to use topic
paragraphs. sentences/ questions at the end of
paragraphs and key words repeated
throughout the text to connect ideas. You may
want to provide students with a piece of
writing and ask them to colour in the different
strategies that the writer uses to connect
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
ideas in their text. You might also want to ask
students to produce the plan for a
professional piece of writing – to deconstruct
a text to see how it might have been
constructed.
(2 lessons)

Plan a piece of writing using the sample

assessment materials, coming up with the
ideas as well. Create a paragraph plan for the
writing using a frame, leaving space for ideas.
Write a short advice sheet telling other
students how to plan. Include information on
how to produce a planning frame and how to
create the best structure for different
purposes.
(2 lessons)

Spoken language
Listen and respond appropriately to spoken
language, including to questions and
feedback.
57-60 Paper 1: Students will be able to: Select a text and consider the opening line. Selected extracts Problem solving Interpretation
(Section B) Consider if it is a line that would attract from the Digital or Adaptive learning
Organise ideas effectively attention and why or why not. IGCSE Anthology. Teamwork
Students should work in two groups, one to Alternatively, use Productivity
Identify how to effectively rewrite the opening for a young audience, and materials that are Responsibility
open the writing. one to rewrite the opening for an older known to be
audience. enjoyed by the
(1 lesson) students and that
they have used
Students should consider three openings to before in the
texts on a particular theme, and should classroom.
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
evaluate the openings with reasons why they
are or are not effective. Sample
Students should then plan three openings to Assessment
one of the tasks in the sample assessment materials
materials. They should then evaluate how
effective each opening is, then choose one to
open the first paragraph of their text.
(3 lessons)
61-64 Paper 1: Students will be able to: Carry out a group discussion on the meaning Selected extracts Problem solving Interpretation
Section B of evidence and the different types of from Section B of Adaptive learning
Understand different types evidence that can be obtained, e.g. statistics, the Digital Teamwork
of evidence and how to expert opinion, research information, Anthology. Productivity
evidence to support their examples of popular role models, personal Alternatively, use Responsibility
argument and improve anecdote. materials that are
their writing In groups, students look at examples of known to be
different forms and highlight the way in which enjoyed by the
Plan a piece of effective evidence is used to persuade, inform, clarify, students and that
writing etc. they have used
(2 lessons) before in the
Understand the importance classroom.
of effective beginnings and Students discuss the importance and purpose Sample
endings of opening and closing sentences. Students assessment
examine the opening and closing sentences materials
Understand the importance of the texts they have examined and discuss
of linking paragraphs into a their effectiveness. They note any differences
coherent argument. in terms of form.
(1 lesson)

Students look through one text and highlight

the ways in which paragraphs are linked.
They map the ways in which the argument is
structured.
(1 lesson)
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section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?

Spoken language
Listen and respond appropriately to spoken
language, including to questions and
feedback on presentations.
65-68 Paper 1: Students will be able to: Select a text from the Anthology. Ask Selected extracts Interpretation Critical thinking
Non-fiction students to list as many structural devices as from Section B of Analysis
(Section A) Comment on the way they can find. the Digital Teamwork
structural features are used Ask students to come up with three structural Anthology. Self-direction
devices from the text they are able to identify Alternatively, use Productivity
Explore the effects and ask them to say how and why they have materials that are
structural devices create been used. Record these in a table. known to be
Write a paragraph commenting on the use of enjoyed by the
structural devices in the text, and self- students and that
evaluate these paragraphs using the AO2 they have used
levels-based mark scheme. before in the
(2 lessons) classroom.

Take another text and establish purpose and

audience for the text. Identify the structural
devices used. Discuss what structural
changes could be made to the text if the
purpose and audience were different, then
write a commentary. Use the levels-based
mark scheme for the commentary to assess
the quality of the commentaries and identify
areas to develop.
(2 lessons)
69-72 Paper 1: Students will be able to: Read an extract from the Anthology and Selected extracts Interpretation Critical thinking
Non-fiction highlight words and phrases that help identify from Section B of Analysis
(Section A) Select appropriate the text’s main ideas, the writer’s perspective, the Digital Interpretation
examples from a text the audience and the purpose. Anthology. Reasoning
Use the text to label features of language and Alternatively, use
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
Select examples that help structure students are able to spot. materials that are
support a detailed Build the examples labelled into a paragraph known to be
response commenting on features and impact. Use the enjoyed by the
AO2 mark scheme to assess quality of students and that
comments on language and structure. they have used
(4 lessons with different texts) before in the
classroom.
73-76 Paper 1: Students will be able to: Identify and label different types and Sentence types Problem solving Productivity
Section B structures of sentence: Selected extracts Responsibility
Understand the range of ● statement from Section B of
sentence types and ● question the Digital
structures ● exclamation Anthology.
● command Alternatively, use
Use a variety of sentence ● simple materials that are
types to create specific ● compound known to be
effects ● complex enjoyed by the
Select a text and ask students to identify students and that
Understand the range of different sentence types in it. Ask students to they have used
sentence types and suggest how different sentence types and before in the
structures structures are used by the writer. classroom.
Students should then edit a paragraph from Sample
Use a variety of sentence the text to include a range of sentence types assessment
types to create specific and structures not used in it. materials
effects. Ask students to consider when it might be
appropriate to use incomplete sentences and
what effect these might have. Consider the
positives and negatives of using incomplete
sentences in their work.
(4 lessons with different pieces of writing)

77-80 Paper 1: Students will be able to: Give students a list of punctuation devices, Selected extracts Problem solving Productivity
(Section B) e.g. question mark, exclamation mark, full from Section B of Responsibility
Select a range of stop, comma, speech marks, semicolon, the Digital
 Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
punctuation colon, brackets, ellipsis, dash. Ask students to Anthology.
come up with a sentence using each of them. Alternatively, use
Select punctuation to Show students unpunctuated sentences and materials that are
create specific effects. ask them to punctuate them correctly. known to be
Using a paragraph of an extract from the enjoyed by the
Anthology, ask students to amend the students and that
punctuation to change the purpose of the text. they have used
For example, if it is a text intended to before in the
persuade, try changing the punctuation to classroom.
explain. Sample
Revisit the text written for the 'effective assessment
openings' session and encourage students to materials
use a range of punctuation devices for effect. Punctuation marks
(4 lessons with different pieces of writing) Unpunctuated
sentences
81-84 Paper 1: Students will be able to: Provide students with a series of sentences. Sample Teamwork
Problem solving
Section B For each of these lessons on language you assessment Productivity
Select the most may want to use sentences that use a similar material. Responsibility
appropriate language for audience and purpose but different subject to
audience and purpose that found in the sample assessment material. Alternatively, use
Encourage students to change the vocabulary materials that are
Employ vocabulary for a different audience and purpose – known to be
effectively investigate the effect of including adjectives/ enjoyed by the
adverbs and the effect of changing the verb. students and that
Choose sentences for (1 lesson) they have used
effect before in the
Introduce students to the different punctuation classroom.
Employ punctuation available to them. Ask students to write a
effectively series of sentences using the same words but
using different punctuation. Ask them to think
about the effect of the different choices they
have made.
Give students a paragraph that is written
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section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
entirely in simple sentences. Encourage
students to work in pairs to edit the sentences
– using different sentence types. Ask them to
list the changes that they made to the text
and ask them to consider the effect of the
different choices. This is an opportunity to
check work against the levels-based mark
scheme for AO4.
Ask one student to write a paragraph. Ask
them to swap paragraphs with a partner and
issue an editing checklist. Encourage the
partner to make as many changes to the
paragraph as they can. Ask students to talk
through the edited paragraph with their
partner explaining the effect of the changes to
the language. You may wish to ask students
to feed back to the class and form a checklist
of effective choices on the board and to link
these to the success criteria in the mark
scheme for AO5.
(3 lessons)

85-88 Paper 1: Students will be able to: Ask students to identify the difference Incorrect Problem solving Productivity
Section B between checking and editing. Editing means paragraph Responsibility
Check that their work is considering the choices made in language Student work Executive function
accurate and effective and structure, and checking means looking Teamwork
over the work and correcting mistakes.
Give students the paragraph with mistakes in
and ask them to identify the errors and amend
them. Point out that it is very easy to forget to
check and edit an answer in an examination
and remind them that marks are given for
accuracy and quality of language and
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section skills are explicitly skills could also be
assessed through acquired through
examination? teaching and
delivery?
structure. Create a checklist of things to look
out for in the examination from the tips given
in previous sessions.
Students should edit and check two pieces of
work they have produced in the course of this
unit. Use the mark scheme for AO5 to self-
assess the work produced.
(4 lessons with different texts)

Spoken language
Listen and respond appropriately to spoken
language, including to questions and
feedback on presentations.
89-92 Paper 1: Students will be able to: Using two texts from the Anthology ask Selected extracts Decision making Decision making
Non-fiction students to comment on the purpose for each from Section B of Interpretation
(Section A) Use vocabulary that will of the texts. Ask students to select examples the Digital Productivity
help them compare from the two texts to support their point of Anthology. Leadership
view about what the purpose is. Alternatively, use
Make appropriate (1 lesson) materials that are
comparisons between known to be
writers’ views and Using another text create a three- column enjoyed by the
perspectives table with the headings ‘Example’, students and that
‘Perspective’ and ‘Effectiveness’. List at least they have used
Evaluate the effectiveness four examples and identify the perspective before in the
of a text each gives and how effective it is. classroom.
(1 lesson)

Do this for another related text and then craft

the two tables into a longer evaluative
response. Use the AO3 mark scheme to
assess the responses and identify areas for
development.
(2 lessons)
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examination? teaching and
delivery?
93-96 Paper 1 Students will be able to: Draw a table with three columns and four Selected extracts Decision making Decision making
Non-fiction rows. The column headings should contain from Part 1 of the Interpretation
(Section A) Explore similarities and the name of two texts that you would like the Anthology. Productivity
differences between texts students to compare. The row headings Alternatively, use Collaboration
should include language and structure. materials that are Communication
Structure a comparison Encourage students to explore two texts, known to be Teamwork
between texts completing the table with specific examples of enjoyed by the
the use of language and structure. students and that
Construct a paragraph in (2 lessons) they have used
response to text before in the
List a series of discourse markers/ classroom.
Construct a whole connectives on the board, such as: however,
response to two texts. also, similarly, in contrast, yet, whereas, both,
on the other hand ...
Ask students to look at the row from their
table that focuses on image in the two texts
they have explored. Ask them to orally explain
what they discovered about the use of image
in the texts using the discourse markers/
connectives on the board. It is a good idea to
allow students to rehearse this in pairs and
then to a group before asking them to share it
with the rest of the class.
Model how these discourse markers/
connectives can be used to help write up a
paragraph on the use of images in the texts.
Encourage students to complete a paragraph
on the use of presentation in the two texts you
are practising with.
(2 lessons)
97- Paper 1 Students will be able to: Practice examination in timed conditions Sample Critical thinking Executive function
100 (AO1, AO2, AO3, AO4 and AO5) assessment Problem solving Productivity
Complete a timed Paper 1. materials Reasoning and Responsibility
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argumentation
Interpretation
Decision making
If speaking practice
paper is taken:
Adaptability
Adaptive learning
Personal and social
responsibility
Initiative
Communication
Collaboration
Inter personal skills
Self- presentation
 Paper 2: Poetry and Prose and imaginative writing
Scheme of Work
Introduction

This Scheme of Work covers the reading and writing requirements for Paper 2, where Assessment Objectives AO1 to AO5 are assessed.

● For reading on Paper 2: students study selections from a range of poetry and prose fiction and develop skills to analyse and evaluate fiction extracts. Students will
respond to one poetry or prose extract from the Anthology.
● For writing on Paper 2: one of the writing tasks will provide two images that students can use to help them generate ideas for their writing. Students can write a
response in a variety of forms (for example monologue, narrative, description) that draws on just one or neither of the images.

Reading
The initial learning sequence outlined in this Scheme of Work provides a generic framework that can be used to develop students’ understanding of poetry and prose texts. The
approach places the emphasis on students developing their understanding of texts, enabling them to show their critical and sensitive reading of fiction and non-fiction texts and
meet Assessment Objectives AO1–AO2.

Writing:
The initial learning sequence outlined in this Scheme of Work provides a generic framework that can be used to develop students’ understanding of how to communicate
clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. The approach places the emphasis on
students developing their own understanding of how to communicate ideas through language, form and structure, enabling them to show their ability to create accurate and
effective texts and meet Assessment Objectives AO4 and AO5.
These schemes of work can be used alongside or to complement the Grammar for Writing and Let’s Think in English materials, which are available on our website.

Paper 2: Poetry and prose texts and imaginative writing

Lesson

Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
1-4 Paper 2: Students will be able Students should be given an extract from Selected extracts Interpretation
Analysis
Fiction to: the Anthology. from Part 2 of the Communication
(Section A) Introduce different strategies for working Anthology. Collaboration
Understand the main out a writer’s main ideas: For example, the Teamwork
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Anthology
ideas a writer is ● highlighting words in the text they do theme of danger
communicating not understand and working out the could be used for
Summarise the key meaning using the context of the fiction, focusing on
points of a text extract extract 3 in Part 2
● summarising the ideas of each from Jules Verne and
paragraph the ‘Danger’ non-
● highlighting the key points in the text fiction extracts in Part
● highlighting the topic sentences at the 2.
start of each paragraph as a speed
reading method of grasping the main Alternatively, use
ideas in a text. materials that are
Model how to write a summary of the main known to be enjoyed
ideas in a text. Use the strategies from the by the students and
activity to summarise the main ideas from that they have used
another text. Individually, students should before in the
write a sentence summarising the text as classroom.
clearly as possible.
(2 lessons) Summaries of texts

Ask students to read three different

summaries of the chosen text and decide
which one is best, giving reasons.
Swap summaries written individually and
assess each other’s work. Students could
also create their own mark scheme to
assess AO1 in this activity.
(2 lessons)
5-8 Paper 2: Students will be able Look at a text and work with the students to Extracts 1, 2, 8 and 9 Interpretation
Analysis
Fiction to: underline words and phrases that might help from Section A of the Communication
(Section A) to identify the audience. Digital Anthology. Collaboration
Identify the audience of a Ask students to define what the word Teamwork
text 'purpose' means and then get them to Alternatively, use
consider the use of different texts that you materials that are
Identify the purpose of a have on display. Advertisements are also a known to be enjoyed
text good starting point for exploring purpose and by the students and
audience. that they have used
(2 lessons) before in the
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Anthology
classroom.
Work with a series of texts to consider what
purpose they serve. Create two spider
diagrams – one with the purpose of each text
in the centre and one with the audience of
each text in the centre. Around the outside,
write the clues that help to identify purpose
and audience.
Encourage students to justify what purpose
they select. You may wish to take two texts
from the Anthology and encourage
students to compare the purpose of the
texts and why they have made the
assumptions they have.
(2 lessons)
9-12 Paper 2: Students will be able To reinforce learning from the previous Extracts 1, 2, 8 and 9 Interpretation
Analysis
Fiction to: session, pick a text and ask students to from Section A of the Communication
(Section A) identify audience and purpose of the text Digital Anthology. Collaboration
Comment on how writers and explain their reasons for the Teamwork
make texts appropriate identification. Alternatively, use
for their audience and (1 lesson) materials that are
purpose known to be enjoyed
Take another text and identify what the by the students and
. audience and purpose are. Students that they have used
should then write a series of sentences before in the
about language and structure that will help classroom.
another student understand why they have
selected the audience and purpose they
have.
Complete the sentences:
● Audience is …
● The audience is important in a text
because …
● Purpose is …
● The purpose is important in a text
because …
(3 lessons with different texts)
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section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
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Anthology
13-16 Paper 2: Students will be able Write the terms ‘subject’, audience’, Sample assessment Problem solving Problem solving
Section B to: ‘purpose’ and ‘form’ (SAPF) on the board. materials Paper 1 Creativity Executive function
Use questioning to establish what each Creativity
Generate appropriate term means. Students should jot down a
and engaging ideas to text they have read in the last 24 hours.
include in writing They should identify subject, audience,
purpose and form for the text.
. (1 lesson)

Take two questions from the sample

assessment materials. Ask students to
colour code, using four colours, the SAPF
required from the question.
With students, consider ways to generate
ideas:
● prior knowledge
● experience
● reading about a topic (e.g. from the
reading tasks)
● reading done before the examination.

Consider strategies for noting down ideas:

● list
● spider diagram
● mind map.
Ask students to select one sample
examination task and use one strategy to
jot down ideas to write about.
(3 lessons)
17-20 Paper 2: Students will be able Give students five minutes to describe a Stimulus material – Critical thinking Creativity
Section B to: beach. No stimulus. pictures of beaches Reasoning and Innovation
What is a good description? Individually, from Google images. argumentation Problem solving
Use stimuli to generate students look at range of ideas and Interpretation Teamwork
ideas to include in feedback. Move into groups of four. As a
writing. group decide on the 10 most important
features. Some feedback and discussion
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
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Edexcel examination? teaching and
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Anthology
on the board.
(2 lessons)

Show one picture of a beach. Students

orally describe this picture. Write a basic
example and show students. They give
feedback on how this paragraph could be
improved. Model redrafting the process
using ideas from the class on how to make
the paragraph more interesting based on
the picture. This is an opportunity to
assess writing against the levels-based
mark scheme for AO4.
With a critical response partner, set targets
for how their paragraphs could be
improved and redraft the paragraph.
Students reflect on how their paragraphs
have developed since they wrote their first
attempt.
(2 lessons)
21-24 Paper 2: Students will be able to Use feature cards to share key terminology Language feature Analysis Analysis
Fiction identify what is meant by: for the examination and techniques that cards Communication
(Section A) ● voice may be seen in texts. Collaboration
● language choice Students should be given an extract from Teamwork
● imagery the text they have studied. In pairs, Selected extracts
● appeal to the students colour code the features they from the Anthology.
senses have spotted. Any extract from
● speech and thought Students share their findings as a whole Section A could be
● techniques for class. used.
purpose, e.g. (2 lessons) Alternatively, use
persuade, inform materials that are
● sentence length and In pairs, students choose three features known to be enjoyed
variety structure. and explore the impact these have on the by the students and
reader; they annotate the text. that they have used
Each pair of students shares their before in the
observations with another pair. classroom.
Individually, students write a short
 Lesson
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section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
explanation of why a writer’s choice of
language is important for audience and
purpose. This is practise for the
assessment of AO2, so students could use
the levels-based mark scheme to assess
their explanations.
(2 lessons)

Spoken language
In pairs, students choose three features
and explore the impact these have on the
reader; they annotate the text.
25-28 Paper 2: Students will be able Each student is given cards with SIMILE, Cards, artefacts with Analysis Critical thinking
Fiction to: METAPHOR or PERSONIFICATION on. sensual appeal. This Analysis
(Section A) Demonstrate their Read out quotes from the text studied could cover a number Reasoning
understanding of the (extract if possible) and students hold up of sessions. Communication
effects a writer is hoping cards. Explore the way that literary Collaboration
to achieve by use of: techniques can be used in texts. Useful extract is Teamwork
● simile Each student is given an extract from the extract 3 from Part 2
● metaphor Anthology to study. The extract should of the Anthology.
● personification include a reasonably detailed description of Alternatively, use
● colour and contrast a place. In pairs, students colour code materials that are
● description of place examples of simile, metaphor, known to be enjoyed
and explain how a writer personification, use of colour and by the students and
uses these to appeal to adjectives/descriptions of place. that they have used
the senses. Each pair of students shares one feature before in the
with the whole class. classroom.
Each pair chooses a comment made by
another pair and writes a comment on the
effect the feature has. Remind the whole
class of the senses and show a range of
things that appeal to the senses such as
paintings, adverts, food, pottery and craft.
Invite pair discussion on the nature of their
appeal.
(2 lessons)
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
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Anthology
In pairs, students choose one feature or
literary image from the extract that
particularly appeals to the senses and write
a comment on a post-it explaining why.

The post-its are displayed or passed round

and students are invited to discuss in pairs
whether or not they agree with the
comment.

Individually, students choose two images

previously identified and annotate the text
with an explanation of how they appeal to
the senses and why the writer has chosen
to use this particular image at this point in
the text. This is practise for the
assessment of AO2, so students could use
the levels-based mark scheme to assess
their explanations.
(2 lessons)
29-32 Paper 2: Students will be able Students discuss what they expect to see Sample assessment Creativity
Creativity and
Section B to: in a narrative, e.g. exciting opening, an materials Innovation
opening setting the scene, background Innovation Problem solving
Create interesting and information on characters and scenarios, Teamwork
imaginative narratives developing plot, final conclusion/resolution.
Give students a different sample task.
They should make a list of all the things
they would have to write to make the story
realistic and engaging for the reader, e.g.
background, places, events, people. Each
group reviews the notes made by another
group and adds to them. The whole class
decides on one narrative to develop and
why.
(3 lessons)

Individually, students focus on a small

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Anthology
event that has happened in their lives that
relates to the stimulus material/question.
They should make notes on:
 background the reader would
need
 places they would need to
describe
 people they would need to
introduce
 events they would need to
describe
 reactions of characters to events.
These notes can then be used as part of a
practice task and can be assessed against
the AO4 levels-based mark scheme.
(1 lesson)
33-36 Paper 2: Students will be able Pick one of the images from the sample Sample assessment Creativity
Creativity and
Section B to: assessment materials on imaginative materials Innovation
writing. Students list as many adjectives Innovation Productivity
Create interesting and about the image as they can in 60 Teamwork
imaginative descriptions seconds. Label the image with the
adjectives.
Students should then list the five adjectives
that are most important for capturing a
sense of the whole picture, giving reasons
for their choice.
(2 lessons)

Students should do the same with nouns

and then should select a verb to create a
descriptive sentence.
Focus on the importance of being specific
when appealing to the senses as this
evokes strong feelings in the reader. Use a
sense table to get students to note down
senses evoked by the images in the
stimulus material: sight, smell, taste, sound
 Lesson
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Edexcel examination? teaching and
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Anthology
and touch. Consider what a reader would
have experienced that would be similar to
what students are describing. Create a
simile and a metaphor using the nouns and
adjectives collected.
(2 lessons)
37-40 Paper 2: Students will be able Ask students to write a definition of a Selected monologue, Creativity
Creativity and
Section B to: monologue. Share responses and clarify. e.g. Talking Heads by Innovation
Students should answer the question Alan Bennett Innovation Productivity
Create interesting and 'What is the difference between a Teamwork
imaginative monologues monologue and a narrative?’ Images of people
(1 lesson)

Students should consider how to `get

inside the head’ of a character, as a
monologue is a 'talking head'. Students
should consider what the character is like,
how they behave, what their likes and
dislikes are, how they speak, what they
want out of life, etc. Students should pick
one image of a person and make notes on
these features for their chosen picture.
Ask students to pick out words that they
use that someone else doesn't, or words
and phrases that certain groups of people
use. Explain that choosing words and
phrases the character would use in their
speech is the most important device for
making a monologue sound like the voice
of a person rather than a narrative.
Write a paragraph from the point of view of
the character in the chosen picture. The
paragraphs can be assessed against the
AO5 levels-based mark scheme.
(3 lessons)
41-44 Paper 2: Students will be able Revise how to identify the main ideas in a Extracts 1, 2, 4, 5, 9 Analysis Critical thinking
Fiction to: text by displaying a text from an earlier from Part 2 of the Problem solving
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
(Section A) session. Ask students to pick out the key Anthology. Analysis
Understand how points. Summarise the main message of Alternatively, use Communication
language reveals a the text in 15 words. materials that are Collaboration
writer’s perspective Select one text from the Anthology and known to be enjoyed Teamwork
identify words and phrases in the text that by the students and
show the writer’s perspective. (1 lesson) that they have used
Take another text on the same theme – before in the
explore the perspective communicated and classroom.
compare it with the first text. Pick out
words and phrases to support comments.
(2 lessons)

Write a paragraph explaining how the

language choices in the two texts differ.

Revise the language techniques discussed

in previous sessions.

Discuss the effect of these techniques in

the text. How do they help to communicate
the writer’s ideas and perspective?
(2 lessons)
45-48 Paper 2: Students will be able Introduce students to the technical terms Set of cards with Analysis Critical thinking
Fiction to: surrounding language by encouraging technical terms and Reasoning
(Section A) them to link them to definitions. Then, ask their definitions Communication
Understand the impact students to make up examples of the Collaboration
language choice can techniques or to look on the internet/in Advertising slogans Teamwork
have on the reader newspapers for quotations that use these from Responsibility
techniques. Students could also describe newspapers/magazin
an object, place or person using figurative es/
language. internet
Find a series of advertising slogans. Put
the class into groups and encourage them
to identify the language techniques that the
writer has employed. Ask them to swap
with another group and ask groups to
pinpoint techniques that they didn’t identify
Lesson
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Anthology
or they think the other group might have
labelled incorrectly. Ask groups to swap
back. Go through the slogans and ask for
feedback from groups – exploring the
techniques used.
(2 lessons)

Select two texts on a theme from the Selected extracts

Anthology. Encourage students to identify from Part 2 of the
what techniques the writer has employed Anthology e.g.
at these points. Ask them to edit one text to descriptions of people
change the perspective of the writer. in extracts 2, 4, 6, 7, 8
Hand out a newspaper article or similar and 9.
text and encourage pairs to underline Set of quotations from
words or phrases that help to sum up the a newspaper article or
ideas and perspectives of the article. Then, other text for analysis
demonstrate how to identify and comment
on the language in a quotation – Exemplar paragraph
annotating a quotation on the board. demonstrating how to
Encourage students to work in pairs to analyse the language
complete the same activity. in an extract.
Then, show students how to construct a
paragraph on language using the quotation
that you labelled earlier. In groups or pairs,
ask students to construct a paragraph on
language.
Comment on group responses – showing
where they would have got marks and
what needs to be improved. Encourage
students to improve the paragraphs they
have written, using the AO2 levels-based
mark scheme.
(2 lessons)

Spoken language
Demonstrate presentation skills in a formal
setting or listen and respond appropriately
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
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Anthology
to spoken language, including to questions
and feedback on presentations
49-52 Paper 2: Students will be able Using an example of a text, select Selected extracts Critical thinking Critical thinking
Fiction to: examples of language used by the writer. from Part 2 of the Interpretation Analysis
(Section A) List the language features selected by Anthology. Leadership
Comment effectively on students on the board. Ask students to
how language comment on the impact of each feature Alternatively, use
communicates ideas and selected. materials that are
perspectives (1 lesson) known to be enjoyed
by the students and
Select another text and ask students to that they have used
summarise the ideas in it. Select examples before in the
from the text of language features that classroom.
match their lists prepared in previous
sessions.
Identify examples of one specific technique
linked to the type of text, e.g. exaggeration,
and consider the impact of this technique.
Remind students that this is assessed in
AO2.
(3 lessons)
53-56 Paper 2: Students will be able Encourage students to mind map/ Sample assessment Problem solving
Creativity
Section B to: brainstorm/ list ideas onto a page. materials Executive Function
Encourage them to select the best ideas Innovation Responsibility
Select the best ideas to and list them in an order where it is easy to Productivity
write about see how you would move between
paragraphs.
Consider how to Model to students how to use topic
organise these ideas into sentences/ questions at the end of
paragraphs. paragraphs and key words repeated
throughout the text to connect ideas. You
may want to provide students with a piece
of writing and ask them to colour in the
different strategies that the writer uses to
connect ideas in their text. You might also
want to ask students to produce the plan
for a professional piece of writing – to
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
deconstruct a text to see how it might have
been constructed.
(2 lessons)

Plan a piece of writing using the sample

assessment materials, coming up with the
ideas as well. Use a different task to the
one selected from the previous session.
Create a paragraph plan for the writing
using a frame, leaving space for ideas.
Write a short advice sheet telling other
students how to plan. Include information
on how to produce a planning frame and
how to create the best structure for
different purposes.
(2 lessons)
57-60 Paper 2: Students will be able Select a text and consider the opening line. Selected extracts Interpretation
Creativity
Section B to: Consider if it is a line that would attract from Part 2 of the Adaptive learning
attention and why or why not. Anthology. Innovation Teamwork
Organise ideas Students should work in two groups, one to Productivity
effectively rewrite the opening for a young audience, Alternatively, use Responsibility
and one to rewrite the opening for an older materials that are
Identify how to effectively audience. known to be enjoyed
open the writing (1 lesson) by the students and
that they have used
Students should consider three openings before in the
to texts on a particular theme, and should classroom.
evaluate the openings with reasons why Sample assessment
they are or are not effective. materials
Students should then plan three openings
to one of the tasks in the sample
assessment materials. They should then
evaluate how effective each opening is,
then choose one to open the first
paragraph of their text. Complete the
paragraph and then write the opening line
of each paragraph to follow.
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
(3 lessons)
61-64 Paper 2: Students will be able Group discussion on the meaning of Selected extracts Interpretation
Creativity
Section B to: evidence and the different types of evidence from Part 2 of the Adaptive learning
that can be obtained, e.g. statistics, expert Anthology. Innovation Teamwork
Understand different opinion, research information, examples of Productivity
types of evidence and popular role models, personal anecdote. Alternatively, use Responsibility
how to use evidence to In groups, students look at examples of materials that are
support their argument different forms and highlight the way in which known to be enjoyed
and improve their writing evidence is used to persuade, inform, clarify, by the students and
etc. that they have used
Plan a piece of effective (2 lessons) before in the
writing classroom.
Students discuss the importance and
Understand the purpose of opening and closing sentences. Sample assessment
importance of effective Students examine the opening and closing materials
beginnings and endings sentences of the texts they have examined
and discuss their effectiveness. They note
Understand the any differences in terms of form.
importance of linking (1 lesson)
paragraphs into a
coherent argument Students look through one text and highlight
the ways in which paragraphs are linked.
They map the ways in which the argument is
structured.
(1 lesson)
65-68 Paper 2: Students will be able Select a text and examine the first Extracts 1, 3, 5, 7 or 9 Adaptive learning
Creativity
Section B to: sentence. Consider the audience for the from Part 2 of the Teamwork
text and decide whether the text sounds Anthology. Innovation Productivity
Make appropriate and right for the audience, giving reasons. Responsibility
effective vocabulary Identify specific words that are not
choices appropriate for the audience and suggest Alternatively, use
alternatives. Rewrite the text using words materials that are
that are appropriate for the audience. known to be enjoyed
(1 lesson) by the students and
that they have used
Students are given an extract of 500 words before in the
that contains a significant passage of direct classroom.
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
speech and a passage where one of the
characters is thinking. In pairs, students Sample assessment
identify the vocabulary used by the two materials
individual speakers. This might include
dialect, accent, words that are repeated,
sophistication or simplicity of vocabulary.
(1 lesson)

In groups of four, students discuss how the

features they have identified help the writer
to create character and preserve
authenticity.
In pairs, students highlight vocabulary that
might persuade the reader to adopt the
same viewpoint as the writer. These might
include words spoken by a respected
character, repetition, emotive vocabulary,
opinion presented as fact.
(2 lessons)
69-72 Paper 2: Students will be able In pairs, students make a list of major Selected extracts Analysis Critical thinking
Fiction to: events/ideas in the text they have studied. from Part 2 of the Analysis
(Section A) In pairs, students discuss why the writer Anthology. Teamwork
Understand what wrote the events/ideas in the order that Self-direction
structural features and they did. They should discuss juxtaposition Alternatively, use Productivity
devices a writer can use of ideas, contrast, irony, suspense. materials that are
Students are given an extract from the known to be enjoyed
Understand the impact of Anthology. The text should be largely by the students and
structure on the reader narrative/descriptive and include a range of that they have used
examples of structural features. before in the
In pairs, students bullet point the main classroom.
storyline and discuss whether the order is
significant, especially in terms of the Extracts from Section
juxtaposition of ideas and images. A of the Digital
(2 lessons) Anthology using
structural features,
Remind students of the main sentence e.g. extracts 1, 3, 5
types and sentence functions. and 9.
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
In pairs, students colour code examples of
different sentence types and functions.
They choose two significant examples and
write a comment on why the writer has
chosen this sentence type/function at this
particular point.
In pairs, students identify one place in the
extract where a structural feature has real
impact – they should discuss the difference
this makes to the reader’s interpretation of
the text.

In pairs, students highlight an example of a

structural feature and annotate the text
with a comment on its effectiveness.
(2 lessons)
73-76 Paper 2: Students will be able Select a text from the Anthology. Ask Selected extracts Analysis Critical thinking
Fiction to: students to list as many structural devices from the Anthology. Analysis
(Section A) as they can find. Also link this session Teamwork
Comment on the way Ask students to come up with three with the texts being Self-direction
structural features are structural devices from the text they are studied for English Productivity
used able to identify and ask them to say how Literature.
and why they have been used. Record Alternatively, use
Explore the effects these in a table. materials that are
structural devices create Write a paragraph commenting on the use known to be enjoyed
of structural devices in the text, and self- by the students and
evaluate these paragraphs using the AO2 that they have used
levels-based mark scheme. before in the
(2 lessons) classroom.

Take another text and establish purpose

and audience for the text. Identify the
structural devices used. Discuss what
structural changes could be made to the
text if the purpose and audience were
different, then write a commentary
evaluating the text. Use the levels-based
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
mark scheme for commentary to assess
the quality of the commentaries and
identify areas to develop.
(2 lessons)

77-80 Paper 2: Students will be able Read an extract from the Anthology and Selected extracts Analysis Critical thinking
Fiction to: highlight words and phrases that help from the Anthology for Analysis
(Section A) identify the text’s main ideas, the writer’s Paper 2. Interpretation
Select appropriate perspective, the audience and the purpose. Alternatively, use Reasoning
example from a text Use the text to label features of language materials that are
and structure students are able to spot. known to be enjoyed
Select examples that Build the examples labelled into a by the students and
help support a detailed paragraph commenting on features and that they have used
response impact. Use the AO2 mark scheme to before in the
assess quality of comments on language classroom.
. and structure. Students will then move on
to writing an evaluation of the extract,
commenting on these using the
commentary mark scheme.
(4 lessons)
81-84 Paper 2: Students will be able Identify and label different types and Sentence types Creativity Productivity
Section B to: structures of sentences: Selected extracts Innovation Responsibility
● statement from Parts 1 and 2 of
Understand the range of ● question the Anthology.
sentence types and ● exclamation Alternatively, use
structures ● command materials that are
● simple known to be enjoyed
Use a variety of ● compound by the students and
sentence types to create that they have used
specific effects Select a text and ask students to identify before in the
different sentence types in it. Ask students classroom.
to suggest how different sentence types Sample Assessment
and structures are used by the writer. Material
Students should then edit a paragraph
from the text to include a range of
sentence types and structures not used in
it.
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
Ask students to consider when it might be
appropriate to use incomplete sentences
and what effect these might have.
Consider the positives and negatives of
using incomplete sentences in their work.
(4 lessons with different pieces of
writing)
85-88 Paper 2: Students will be able Give students a list of punctuation devices, Selected extracts Creativity Productivity
Section B to: e.g. question mark, exclamation mark, full from Part 2 of the Innovation Responsibility
stop, comma, speech marks, semicolon, Anthology.
Select a range of colon, brackets, ellipsis, dash. Ask Alternatively, use
punctuation students to come up with a sentence using materials that are
each of them. known to be enjoyed
Select punctuation to Show students unpunctuated sentences by the students and
create specific effects and ask them to punctuate them correctly. that they have used
Using a paragraph from an extract in the before in the
Anthology, ask students to amend the classroom.
punctuation to change the purpose of the Sample assessment
text. For example, if it is a text intended to materials
persuade, try changing the punctuation to Punctuation marks
explain. Unpunctuated
Revisit the text written for the 'effective sentences
openings' session and encourage students
to use a range of punctuation devices for
effect.
(4 lessons with different pieces of
writing)

89-92 Paper 2: Students will be able to: Provide students with a series of Own selection of Creativity Teamwork
Section B sentences. For each of these lessons on materials to Innovation Productivity
Select the most language you may want to use sentences complement the Responsibility
appropriate language for that use a similar audience and purpose themes of the sample
audience and purpose but different subject to that found in the assessment
sample assessment material. materials.
Employ vocabulary Encourage students to change the
effective vocabulary for a different audience and
purpose – they investigate the effect of
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
Choose sentences for including adjectives/ adverbs and the
effect effect of changing the verb.
(1 lesson)
Employ punctuation
effectively Introduce students to the different
punctuation available to them. Ask
students to write a series of sentences
using the same words but different
punctuation. Ask them to think about the
effect of the different choices that they
have made.
Give students a paragraph that is written
entirely in simple sentences. Encourage
students to work in pairs to edit the
sentences using different sentence types.
Ask them to list the changes that they
made to the text and ask them to consider
the effect of the different choices. This is
an opportunity to check work against the
levels-based mark scheme for AO5.
Ask one student to write a paragraph. Ask
them to swap paragraphs with a partner
and issue an editing checklist. Encourage
the partner to make as many changes to
the paragraph as they can. Ask students
to talk through the edited paragraph with
their partner explaining the effect of the
changes to the language. You may wish to
ask students to feed back to the class and
form a checklist of effective choices on the
board. Link these to the success criteria in
the mark scheme for AO5.
(3 lessons)
93-96 Paper 2: Students will be able Ask students to identify the difference Examples of incorrect Creativity Productivity
Section B to: between checking and editing. Editing paragraphs Innovation Responsibility
means considering the choices made in Executive function
Check that their work is language and structure, and checking Student work Teamwork
 Lesson
Paper and Learning outcomes Content Resources Which transferable Which transferable
section of the skills are explicitly skills could also be
Pearson assessed through acquired through
Edexcel examination? teaching and
International delivery?
Anthology
accurate and effective means looking over the work and
correcting mistakes.
Give students the paragraph with mistakes
in and ask them to identify the errors and
amend them. Point out that it is very easy
to forget to check and edit an answer in an
examination and remind them that marks
are given for accuracy and quality of
language and structure. Create a checklist
of things to look out for in the examination
from the tips given in previous sessions.
Students should edit and check two pieces
of work they have produced in the course
of this unit. Use the mark scheme for AO5
to self-assess the work produced.
(4 lessons with different texts)
97-100 Paper 2 Students will be able Practice examination in timed Sample assessment Analysis Executive function
to: conditions materials Paper 2 Interpretation Productivity
This is an opportunity to complete a full Decision making Responsibility
Complete a timed timed response to a sample assessment Creativity
response to Paper 2 materials paper. Innovation

If speaking practice
paper is taken:
Adaptive learning
Adaptability
Personal and social
responsibility
Initiative
Communication
Collaboration
Interpersonal skills
Self-presentation