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AQA GCSE Unit 3b Guide to Creative Writing: Narrative

Sarah Mellor | Friday November 22, 2013

Categories: KS4, AQA GCSE, Hot Entries, Writing, Productive, Creative or Original Writing, Narrative Writing, AQA English, Unit 3 Creative Texts

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The resources contained within this SOW are designed for students studying for their GCSE English qualification. This resource has been designed specifically both for students with lower than average abilities at English as well as those with certain specific ‘Special Educational Needs’.

The exam boards’ only differentiation concession is to create a Higher and Foundation Tier paper each series; they do not specifically cater to students who struggle to access the basics in English – so we face a dilemma. Do we stick to teaching only the basics, and then wonder why our lower ability students do less well in their exams? Or do we teach them more specifically the vocabulary they need to know and how to use it effectively?

The PowerPoints in this Unit, ‘GCSE Narrative Writing’ and ‘Creative Writing – Identifying Assessment Objectives’, are designed to enable students with visual stress and dyslexia to read the information more easily, and the information contained in the guide should be taught in conjunction with discussions and example creation.

Associated Resources

  • Narrative Writing - The Basics.pptx
  • Narrative Writing - The Basics.doc
  • Narrative Writing Grid.docx
  • Narrative Writing - Identifying Assessment Objectives.ppt
  • Narrative Writing - Identifying Assessment Objectives.doc
  • Controlled Assessment Plan.doc

How and When to Use the Resources in this Unit

  1. Start the Unit with the students using Narrative Writing – The Basics (PowerPoint or Word Doc). This will allow the students to begin to understand the different styles of narrative Writing.
  2. You can then begin to practise openings and structures with the students using the Narrative Writing Grid. This will enable the students to look at specific sections of the narrative structure in a controlled way, whilst allowing you to quickly assess their individual progress.
  3. When you feel the students have done enough preparation in...

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