2. Key Dates Language Paper 1 (Reading) – Tues 02 June 9am Language Paper 2 (Writing) – Tues 02 June 10am Literature Unit 1 (Novel and Unseen Poetry) – Mon 18 May 9am (1 hour) Literature Unit 2 (Novel and Play) – Fri 22 May 9am (2hours)

3. Reading Two non-fiction texts Four equally weighted questions (/10) 1 hour

5. Supporting your child when revising for the READING paper. Timings Question types? Encourage them to read and discuss. Practise, practise, practise!

6. Writing Two tasks (each /20) Sentence structure, punctuation and spelling (7 marks) Content and organisation (13 marks) 1 hour for both.

8. Supporting your child when revising for the WRITING paper. Bank of examples P.A.F Sharpening their writing skills Speed planning Go ‘back to basics’ Practise, practise, practise!

9. Create a ‘bank’ of example texts Leaflets (delivered through the post or at your doctor’s surgery) Reviews (online or in magazines/newspapers) Formal letters (look online for good examples) Feature articles (in Sunday supplements or some magazines) Reports (look online for good examples)

10. Purpose = why you’re writing Persuade, argue, advise, explain Audience = who you’re writing for e.g. students, MP, general public, pensioners etc Format = how you’re going to write Style (e.g. formality, tone) Form (e.g. letter, article, report, leaflet, review, speech)

11. Sharpen their writing skills Different sentence types for variety Use different ways to start sentences Revise different connectives/conjunctions Read an article of around 500 words and try to summarise it in 100. Or an article of 750 words in 200 and so on.

12. Improve school New computers New uniform New school rules Better food New playing fields New sports equipment More teachers Longer school dayNew buildings More text books

13. Practical support you can give your child: Encourage them to go through their writing and see if they can identify words they tend to use all the time (e.g. nice, good etc.) Use a thesaurus to find alternatives or synonyms of these words. Practise using them in their timed revision work.

14. Punctuation Encourage your child to go through their work and identify any errors that have been highlighted by their teacher. Common errors include: – Using too many commas and not enough full stops (known as ‘comma splicing’); – Forgetting to use apostrophes to show possession or missing letters (e.g. it’s for ‘it is’); – Using & instead of ‘and’.

15. Spelling Encourage them to through their work and try to identify spellings they get wrong frequently. For example, ‘their’ and ‘there’ or plural spellings wrong. Try different strategies to try and learn theses keywords. Practise, practise, practise!

16. http://www.englishmaven.org/Pages/Punctua tion.htm http://www.englishmaven.org/Pages/Punctua tion.htm http://www.ldonline.org/article/6192/. http://www.ldonline.org/article/6192/