Gr 11 AS Planning 2015
Term 1 and 2
Date
14/01 Wed
Lesson
Introduction
What is AS language?
The four main areas of expertise that you will be developing:
1. Critical and informed response to texts in a range of
forms, styles and contexts
2. The interdependent skills of reading, analysis and
research
3. Effective, creative, accurate and appropriate
communication
4. A firm foundation for further study of language (in use)
and linguistics (the scientific study of language and its
structure).
Resources, Technology
www.cie.org.uk
AS level Lang and Lit by Helen Toner and
Elizabeth Whittome
English Language for AS and A level
Dr Julian Pattison
Duncan Williams
What genres of writing will be important – advertisements,
brochures, leaflets, editorials, news stories, articles, reviews,
blogs, investigative journalism, letters, podcasts, biographies,
autobiographies, diaries, essays, speeches (scripted and
spontaneous), narrative, descriptive, writing for an audience.
Discussion of genre
15/01
Thurs
How will I be assessed?
Paper 1 Passages (2hours and 15min)
www.cie.org.uk
Homework
Paper 2 Writing (2 hours)
 Section A: Imaginative writing
 Section B: Writing for an audience
Going through the papers and the type of questioning.
Please see lesson
column
Important
IMPORTANT TASK
Put pupils into groups of 4.
Each pupil needs to collect 2 sources from the list below –
there must be a variety in the group. In addition to the
sources below, they will need 4 advertisements which must
contain a fair amount of text. This must be handed in. They
must have a file for all the sources – they will be using these
sources and adding to them throughout the term and even
the year.
16/01 Fri
Pragmatics – what is it?
Discuss Genre
Pupils would need to bring different types of written text to class.
Put them in groups, each group brings 6 – 8 different texts
What genres of writing will be important – advertisements,
brochures, leaflets, editorials, news stories, articles, reviews,
blogs, investigative journalism, letters, podcasts, biographies,
autobiographies, diaries, essays, speeches (scripted and
spontaneous), narrative, descriptive, writing for an audience.
Refer to textbook Pg 3, 4
More challenging level
An understanding of pragmatics will inform the
response of the most able learners.
See:
www.universalteacher.org.uk/lang/pragmatics.ht
m#written
Or PRAGMATICS by Dan Sperber and Deirdre
Wilson at:
www.google.co.uk/url?....
Basic research
Worksheet used http://teachers.cie.org.uk/community/resources/pt_view_resourc
e?id=539
19/01 Mon
Types of spoken text
Pupils will need to brainstorm different activities whereby they
use speech.
They will then plan different dialogues in their groups –
www.omniglot.com/writing/writingvspeech.htm
Resources for phonemic transcription can be
found at:
www.tedpower.co.uk/phonetics.htm
Things to remember when transcribing speech
speeches, telephone conversations etc
20/01 Tues
(David Crystal) (University of Reading) provides a
typically clear account of the difficulties of
transcribing speech at:
www.davidcrystal.com/DC_articles/Clinical28.pdf
Purpose
The purpose of a text – what it is trying to do – should now be
considered in more detail.
 formal/informal
 information-based or argument based
 written to persuade or to entertain.
Please refer to the textbook (old one). Here you will go through
the chapter as well as do the tasks. Pg 5, 6
Pls allow pupils to use their sources to identify purpose
21/01 Wed
Tone and Mood – what is the difference. Why is it important?
Youtube
Ask pupils to do different tones in their groups and then create
two different tones.
Two different movie clips to show the differences.
Complete Ch 1
22/01
Thurs
23/01 Fri
Ch 2 – textbook
Catch-up
Ch 3 and Ch 4– figures of speech
Textbook
Here I would like us to go back to basics.
AS Lifeline
We will do figures of speech, basic grammar – get knowledge
up to scratch.
We will use textbook, AS module and tasks in class.
Spot test – grammar
texbook
Pupils must study all
devices for a proper
test on ……..
26/01 Mon
Continuation of Ch 3 and 4
27/01 Tues
Audience
Learners should each bring in five distinctly different texts,
including one advertisement. (pupils have this in their file)
Working individually at first, then comparing findings in
pairs, they should explore what can be deduced about the
audience that is being appealed to in each one.
light-hearted account of ‘audience positioning’
both informative and entertaining:
www.litnotes.co.uk/audtheory.htm
A more straightforward though equally
challenging account is available at:
http://brianair.wordpress.com/filmtheory/audience-responses/
Follow-up work:
Presentation in speech and writing of the same piece of
information tailored for three different audiences.
For example:
The learner has had an accident in her/his mother’s car.
How would this be communicated to
a) her/his mother
b) her/his friends
c) the insurance company?
How do these communications differ?
Role-play.
Let each group do role play on audience – prepare something
for 3 different types of audience.
Refer to pages 24, 25 – do some tasks for assessment.
28/01 Wed
Context
The aspects of context – verbal and social
Using the collections of texts assembled in the previous (5.
Audience) activity, learners should explore textual evidence to
see what can be deduced about their contexts.
What features of topic, language, tone and form have led to
New Textbook
IMPORTANT – Pls
make sure pupils have
all sources for the task
below in order to
continue with the
lesson.
these conclusions? Discussion arising from such exercises can
prove very helpful as a focus for development of close critical
reading.
Use the new textbook AS and A Level. Refer to page 11, 12, 13
29/01
Thurs
Form
The ways in which a text is presented - its layout on the
printed page, the ways in which it is heard or displayed, its
aural or visual format - give immediate clues to the kind of text
it is, even before we come to ‘read’ it in detail.
Some texts have features of shape and layout which are very
obvious and easily-identified – for example, a list, a script, a
poem.
Learners will need to do some basic research which will
involve locating a range of texts whose form is in some way
interesting.
They could be directed to some of the following:

newspaper and magazine articles and
advertisements

online texts such as film reviews and blogs

pamphlets/leaflets/direct (‘junk’) mail

‘official’ notices

posters and advertising hoardings

radio and television news and current affairs
broadcasting

radio phone-in shows

‘concrete’ poems.
Pupils will need to make notes on how the form differs for
each one.
Own sources collected in the group
Notes on group file
need to be up to
date.
30/01 Fri
Same as above
2/02
Test Essay
www.sixstarcruises.co.uk/luxury-cruise/sevenseas-voyager/
3/02 Tue
Same as above
http://teachers.cie.org.uk/community/resources/pt_v
iew_resource?id=2174
Style – what is style? Discussion
Working in pairs, learners study the advertisement for a cruise.
e.g. www.sixstarcruises.co.uk/luxury-cruise/seven-seas-voyager/
They should consider:
 form
 audience
 purpose
and annotate the text accordingly.
Features of textual construction to consider include:






diction – choices of vocabulary/lexis
figures of speech, such as metaphor, simile,
personification, climax, antithesis or contrast
structure or cohesion - how the text fits together
syntax - types of phrase and sentence construction
sound effects, such as alliteration and other
rhetorical devices
tone – persuasive? angry? playful? sad?
reflective?
Features of presentation – pictures, font, layout – should be
noticed, but the focus should be on the language and how
linguistic choices ‘position’ the reader/audience as a consumer.
In pairs, learners could then move on to a related activity. Using
the information in the advertisement text, they should write a
short script for a two-voice radio advertisement for the same
cruise.
Finally, in pairs, they should make notes on the differences
between the original text and their script, bearing in mind the
change of mode and format.
Then, working individually, each learner writes a comparison
based on the notes.
4/02 Wed
5/02 Thurs
Break from
Paper 1
Writing for an audience
What is the difference between discursive, argumentative and
persuasive writing.
How to plan – brainstorming, mind mapping.
Go through different questions – specimen paper.
Break the questions up in different parts.
Allow groups to plan
6/02 Fri
Recipe to a good essay
9/02 Mon
Planning
Exam practice: Specimen paper task number 5:
Two politicians have been invited to contribute to a debate on
the theme “Giving Aid to the Poor Does More Harm Than
Good”.
Write the text of their speeches (between 300–450 words
each). In your writing create a sense of opposing attitudes and
viewpoints. The politicians may be real or invented.
Learners make a two-column list of matching/opposing points,
put points in logical order – number them, write each speech,
thinking about how choices of language will create ‘voice’ and
attitude.
www.cie.org.uk
The BBC BrainSmart website has a range of ‘self
help’ activities, including revision as well as ‘mind
mapping’, at:
www.bbc.co.uk/scotland/brainsmart/memory/how_t
o_learn.shtml
James Cook University has more extensive mind
mapping support at:
www.jcu.edu.au/tldinfo/learningskills/mindmap/
howto.html
Many reputable university websites have ‘study
skills’ sections, including advice and exercises on
essay planning. For example:
http://studentzone.roehampton.ac.uk/howtostudy/
academicwriting/unit5/index.html
Planning and writing exercises in which only five
main points (with supporting examples) are
allowed will also help in prioritising material. Such
points form an essay plan.
10/02 Tues
Punctuation – using a variety
11/02 Wed
Paragraphing
Introduction and Conclusion
Learners practise writing introductions: they can be taken in and
read out loud, with the merits of each one discussed,
anonymously if required.
This exercise cannot be exactly duplicated with conclusions,
since they depend on the thrust and direction of the preceding
essay. However, learners can still comment helpfully on each other’s
work.
http://studentzone.roehampton.ac.uk/howtostudy/
academicwriting/What%20is%20a%20paragraph.
pdf
http://studentzone.roehampton.ac.uk/howtostudy/
academicwriting/unit3/index.html
http://studentzone.roehampton.ac.uk/howtostu
dy/academicwriting/paragraphs-excercise.pdf
AND
In summary:
 one main idea
 clearly stated
 supported with examples
 linking with the previous paragraph
and the one that follows
12/02
Thurs
13/02 Fri
Same as above
Exercises on discourse markers (signposting)
Refer to AS guidelines.
Synonyms
Could be inter-schools – will swap with 20th if need be
16/02 Mon
Consolidation – what all makes a good essay?
Full planning – hand out template to pupils. Pupils will now
need to plan according to the template given to them (I have
created one – pupils must please follow this).
http://teachers.cie.org.uk/community/resources/pt
_view_resource?id=2217
Speech – important resource above to use
Powerpoint presentation
Finish planning for
HW
17/02 Tues
Debate – discussion and preparation of their topics
18/02 Wed
Presentation – Debate day (in groups)
Pupils will mark according to a rubric – peer assessment
19/02
Thurs
20/02 Fri
Extra day – finish debates or other work
23/02 Mon
TEST DAY
24/02 Tues
Writing of essay
Inter-schools, look at planning on the 13th
Teacher and Peer assessment
Marking own essay according to rubric - HW
Peer assessment according to rubric - HW
Reflection of course
so far.
What have you
learned from this
course so far?
Is there something
that you are
uncertain of?
WWW
EBI
Areas for
development?
What did you miss?
WWW – what went well
EBI – even better if – all for HW
EXTRA DAY TO CATCH UP
Back to
Paper 1
25/02 Wed
Directed Writing – different forms (120 – 150 words)
Section B for 10 marks of Paper 1
Usually I encourage my pupils to read the texts first, then plan
for both Section A and B. However, they should write Section B
first. Section B counts 10 out of the 25 marks and only 120
words are needed. If done correctly, they can get excellent
marks for this section.
Time management, especially in the beginning (the first two
terms) are a struggle for the pupils. Therefore, doing Section B
first will help the pupil guarantee a number of marks if they do
what is asked of them.
ASSESSMENT OF FIVE TASKS – GO INTO
MARKBOOK – NEEDED
http://teachers.cie.org.uk/community/resources/pt
_view_resource?id=2097
http://teachers.cie.org.uk/community/resources/pt
_view_resource?id=2098
Link will be
homework – writing
a voiceover
Texts: advertisements, brochures, leaflets, editorials, news
stories, articles, reviews, blogs, investigative journalism,
letters, podcasts, autobiographies, biographies, voiceovers,
scripts, diary entry, descriptive pieces, accounts, reports – this
can be asked in Section B.
It is important that you go through each and every one of the
above – speak about style, form, tone, structure, etc
Refer to Ch 3 – Language issues (new book)
Refer to Ch 17 – Imaginative writing (old book)
To test knowledge, pupils will need to do the tasks on the
pages.
This will take a few days.
Give them a mark out of 10 for at least 5 of the tasks.
26/02
Thurs
Same as above
http://teachers.cie.org.uk/community/resources
/pt_view_resource?id=197
Argument
http://teachers.cie.org.uk/community/resources/
pt_view_resource?id=199
Formal letter
http://teachers.cie.org.uk/community/resources/
pt_view_resource?id=200
magazine article
http://teachers.cie.org.uk/community/resources/
pt_view_resource?id=198
descriptive
pls find narrative, report under same link
27/02 Fri
TEST
Same as above
http://teachers.cie.org.uk/community/resources/pt_
view_resource?id=1078
Autobiogrpahy
2/03 Mon
TEST
Same as above
EXTRA DAY TO CATCH UP
5 assessments to be markedby the teacher 120 –
150 words
Rest of assessments for peer assessment
3/03 Tues
Passages for Comment – looking at the actual papers.
Commentary and interpretation – how do we do this?
Each pupil is to receive a module of old examination papers.
We will use these to practise commentary. Pupils can also use
them in their own time.
Hand out specimen papers – go through two of the questions.
Hand out format to follow.
Do the first question with them and help them interpret the
examination paper, discussing it line by line and then giving a
summary of the commentary and interpretation holistically.
Allow pupils to do the second and third one in their groups. They
need to write everything down and keep a log.
The last examination paper, they will be asked to analyse in
detail according to format given out and on the page.
4/03 Wed
Same as above
5/03 Thurs
How to actually set the essay out.
We will go through sample essays.
We will go through another examination paper, which we will
analyse as a class.
http://teachers.cie.org.uk/qualifications/academic
/uppersec/alevel/subject?assdef_id=1091
6/03 Fri
9/03 Mon
TEST
10/03 Tues
11/03 Wed
12/03
Thurs
The teacher will then start to write the essay either on the board
or type it out on the laptop. This is a very good exercise as the
pupils can actually see how the essay is created – the
introduction, the body, the conclusion, how to incorporate the
evidence and how to comment effectively without repetition.
Consolidation.
Passages for comment essay – for marks
Rubric for passages.
Mark schemes
Feedback
Consolidation
WWW
EBI
Discussion
One to one feedback on essays
Time management skills
Planning according to 10 – 12min each
13/03 Fri
Same as above
Break from
Paper 1
16/03
Imaginative writing
1. Getting started on writing: w orking with narrative/plot
A narrative is of course a series of events, but too many
unlikely or dramatic ones will not help in developing a
convincing account. A story can revolve around the
consciousness of a character in a daily routine and still be very
effective.
Every day our own lives contain many narratives and parts of
narratives. Learners can be encouraged to have confidence
that they have within their grasp all the material they will need
for successful stories.
Ask pupils to speak about what they understand about
Take brief items from the newspaper and discuss
how the stories might have begun, or how they
might eventually end.
Working in small groups, learners write outlines of
events that happened to each member of the
group at the weekend, and discuss their potential
for making a story.
Use individual class presentations to tell stories
from the lives of older family members.
Give the beginning of a story and each member
of the class suggests an outline plot and a
possible ending.
Everyone brings in a photograph as the basis for
making a narrative.
Websites with
complete short
stories that include
many useful for
teaching:
www.bibliomania.co
m/ShortStories/
www.shortstories.co.uk
Legends, myths and
fairy tales make
wonderful resource
material for work on
narrative. Many
novels also contain
interesting
narrative writing and descriptive writing.
techniques and are
listed below where
appropriate.
Discussion and lesson on the differences between the two.
Elements of narrative and descriptive writing.
17/03 Tues
Narrative writing
1. Getting started on writing: introducing characters and point
of view
Although every story depends on characters, there should not
be too many. One or two well-developed characters will be
more effective in 600–900 words than a cast of thousands.
The point of view of the story needs to be decided. Events
could be recounted by an omniscient narrator* in the third
person (he/she/they) or focused on one individual's actions
and feelings in the first person.
The main character could be an observer or by-stander, or
one of the main initiators of the action.
1. *An omniscient narrator is one who knows everything that is
happening, and has a kind of god-like knowledge and
overview.
Using the work from the section above, get learners to work out the
‘formula’ for a newspaper story – i.e. that it is always in the third
person, with some occasional sentences of direct speech
(quotations) in the first person.
Choose one suitable example from the displayed mininarratives from above, and work as a class to shift the point of
view form third- to first-person – in other words, to make it a
More challenging
level
Learners interested
in the theory of
narrative might be
directed to
www.englishbiz.co.u
k/semiotics/basicsem
iotics/syntagms.html
personal eye-witness account.
Practise identifying and then changing the point of view in a
range of texts.

Learners could be encouraged to bring their own
examples.

Teachers could provide examples, including some
taken from texts learners have encountered at O
Level/IGCSE.

Ready-made examples are widely available on the
internet, for example at:
www.ereadingworksheets.com/point-of-viewworksheets/point-of-view-practice-activity.htm
Other activities could include:

rewriting a third person story in the first person from
the points of view of two of the people in the story

learners working in pairs or small groups to develop
the characters through role-play and be questioned
by other members of the class about the characters'
appearance, personality and state of mind

writing brief conversations between characters,
trying to show what is happening in their words
without telling it directly to the reader – this could be
in play-script form

planning and writing a story in the form of several
diary entries, or letters between friends.
18/03 Wed
19/03
Thurs
Same as above
Same as above
Effective openings
An effective opening to a story should hold the reader's interest
straight away.
A nineteenth-century story would often begin with an
introduction or exposition.
Worksheet
Basic level
The openings of short stories by Thomas Hardy
and Charles Dickens could be compared with the
openings of stories by Raymond Carver, Anita
Warn pupils about
handing in all books.
A more modern approach might be to plunge into the middle of
the action – in medias res – and to leave the readers to work
out gradually who the characters are and what their situation is.
NOTE: Examination questions sometimes ask for just the
opening of a story, so practice is important.
A worksheet will be handed out http://teachers.cie.org.uk/community/resources/pt_view_resourc
e?id=204
20/03 Fri
Foreshadowing and Flashbacks
Explain the difference
Desai and Ernest Hemingway.
More challenging level
For confident learners interested in the history of
literary techniques, the internet offers many
accounts of in medias res. A brief explanation
can also be found at:
www.whitcraftlearningsolutions.com/Resources/In
_Media_res.pdf
Refer to textbook
Pupils need to think of
ideas for a story for a
flashback and
foreshadowing.
Use a numbered chronological series of events as a basis (say
1–6) Working in small groups, find ways to tell the story in any
way other than 1,2,3,4,5,6 and share findings.
Discuss the effectiveness of each method.
Write a framework story.
Write a paragraph in the present tense, then rewrite the same
paragraph in the past tense. Consider the difference in effect,
and how it could be used in a story.
HAND IN ALL BOOKS – EXERCISE AND TEST BOOKS.
GIVE A BOOK MARK
MAKE SURE ALL WORK IS UP TO DATE
MOVIE
13/04 Mon
14/04 Tues
CAMPS
Term 2
Welcome back
Recap of what we did last term
Ending – know how you are going to end your story FIRST.
Give two new topics.
Some possibilities for endings include:

a change in the point of view

a return to the frame in a framework story

a summary of events

a 'twist in the tail' – an unexpected or ironic ending
can be effective

a symbol which represents an important aspect of the
story and has perhaps been used earlier
an open-ended or even inconclusive ending revolving around
a character's consciousness
Pupils must keep in mind that the writer leaves their mark and
leaves an impression by having an effective ending. They must
not rush.
15/04 Wed
16/04
Thurs
17/04 Fri
For the same topic as the introduction, create an ending.
Settings, Mood, Atmosphere - discussion
Pupils will need to work in pairs to create two different settings
with two different moods.
Setting and mood is asked often.
Genre and examination questions
Pupils must be very careful, they must read the question
properly and adhere to the guidelines. Often genre plays a role
here.
Genre has been discussed previously
Consolidation of work done so far.
Bringing the story together
Recipe for a good Narrative.
Some strategies to work on include:

showing, not telling – learners need to learn how to
avoid always wanting to tell the reader everything –
character can be shown through action and words,
not just authorial statement

repetition of key words for structural coherence

ellipsis – being concise and making choices –
accepting that you don't have to cover everything,
and that suggestion can be very powerful

description, imagery and symbolism (see below for
Pupils will need to
write the endings for
both topics
20/4 Mon
TEST
21/4 Tues
TEST
Descriptive
writing
22/4 Wed
more detail on description)
balance of the different elements of the story – too much
description may hinder the progress of the narrative – as may
too much dialogue.
Photo or picture
Each pupil will bring a picture. When they get to class they can
choose to exchange pictures or keep their own.
Firstly, they need to create a question/title.
They will then plan according to a template.
Once planning has been approved, they will be allowed to
write.
Essay from above – for marks
What is descriptive writing?
Discuss senses.
Pupils will have a slideshow of different pictures.
Pupils will need to tell the teacher what they see. Discuss.
Now ask them to imagine that they are there.
What do they hear?
What do they smell?
What do they touch, how does it feel?
Can you taste something?
The colours?
How does the place make you feel?
Finish list for HW
A long list of questions will then be given to pupils with another
picture.
They now need to answer these questions.
23/4 Thurs
Including devices
Metaphors, similes, personification, alliteration, assonance, etc
– pupils will now need to look at their answers and see how
they can incorporate the above in their sentences.
Learners need to appreciate the difference
between straightforward description – using
precise but literal choices of vocabulary – and
language used figuratively.
Further extension:
Pupils will now need to add adjectives, adverbs, colours, etc to
their writing
(a) Working in pairs on The Rime of the Ancient
Mariner, they could list different linguistic
features of description:
 unusual adjectives
The writing may seem flowery at this point, but for practise it
will be fine.
SOW - W orking with description (2): comparison and figurative
language
The most effective writing often employs comparative figures of
speech, such as simile, metaphor and personification, which
are all a form of metaphor.
This is sometimes known as imagery, and will be useful in
Paper 1 too. Using it will help learners to identify it in others'
work.
24/4 Fri
Descriptive work is rarely literal in its methods and effects.
Symbolism - the use of physical objects or situations to
represent feelings - is an effective method in descriptive
writing, as well as useful for drawing together the threads of a
story.
Same as above
4/05 Mon
FUN TIME
Pupils will be put into four groups. Pupils will need to do the
following, they will each bring some sort of food – chocolate,
cake, chips, fruit, etc
 expressive verbs
 similes
 metaphors/symbols
any other linguistic features they find
On this subject, as on many others of linguistic
interest, the web pages of the University of
Lancaster are excellent. They are accurate, and
they contain many activities which can be used
inter-actively:
www.lancs.ac.uk/fass/projects/stylistics/topic5a/7
allit&rhyme.htm
Guided practice activities are readily available
on the internet. One which can be used by
learners unaided is:
www.elc.byu.edu/classes/buck/w_garden/guide/a
cademic/descriptive/TE1.html
Each group will need to choose a song.
Each group will need to bring 2 different fabrics.
We will cut the food up into small pieces. One group will be
blindfolded at a time. They will be given different types of food
to taste and will have to describe it.
A good stimulus would be description-rich writing,
such as the prose of Dylan Thomas, for example,
the opening of Under Milk Wood at:
http://gutenberg.net.au/ebooks06/0608221h.html
They will then be asked to touch the fabric and explain it.
See also:
Each group will have a turn.
Ray Bradbury's short stories
Lastly, the whole class will close their eyes and listen to the
music
T S Eliot’s poem Preludes at:
www.readbookonline.net/readOnLine/3163/
Instrumental
Classical
Song of their choice
Teachers choice
They will need to take off their blindfolds after each song and
write what they feel, heard etc.
Pupils will be allowed to listen to the last 3 songs in the end.
5/05 Tues
6/05 Wed
TEST
7/05 Thurs
8/05 Fri
Recipe for descriptive writing
Examples
Write essay – for marks
TEST Day Tomorrow
Same as above
Exam practice
The specimen paper offers the following narrative task and
prompt:

Choose topic for HW
Write the opening to a novel called Escape from the
City, in which a narrator describes her or his
experiences of moving to a rural area. In your writing
create a sense of the narrator’s outlook and mood.
The specimen paper offers the following descriptive tasks and
prompts:

Write two contrasting pieces (between 300–450 words
each), the first about a place before a flood and the
second about the same place after a flood. In your
writing create a mood and a sense of place.
Write a descriptive piece called The Workplace. In your writing
focus on colours, sounds and textures to help your reader
imagine the scene.
Passages for comment and Revision
11/05 Mon
Analysing passages
AS Guideline – complete module
http://teachers.cie.org.uk/community/resources/pt
_view_resource?id=2244
12/05 Tues
Same as above
http://teachers.cie.org.uk/community/resources/pt
_view_resource?id=2231
13/05 Wed
Same as above
14/05
Thurs
15/05 Fri
Writing for an audience
18/05 Mon
MOCK
Paper 1
http://teachers.cie.org.uk/qualifications/academic/
uppersec/alevel/subject?assdef_id=1091
19/05 Tues
MOCK
Paper 1
http://teachers.cie.org.uk/qualifications/academic/
uppersec/alevel/subject?assdef_id=1091
20/05 Wed
MOCK
Paper 1
http://teachers.cie.org.uk/qualifications/academic/
uppersec/alevel/subject?assdef_id=1091
21/05
Thurs
MOCK
22/05 Fri
MOCK
Paper 2
http://teachers.cie.org.uk/qualifications/academic/
uppersec/alevel/subject?assdef_id=1091
Feedback
http://teachers.cie.org.uk/qualifications/academic/
uppersec/alevel/subject?assdef_id=1091
Imaginative writing
Complete for
Homework
Complete for
Homework