by melaniewp | Feb 16, 2014 | 11 plus, 11+, Common Entrance, Complex Vocabulary, English Language, GCSE, IGCSE, KS2, KS3, Learning Vocabulary, Vocabulary
rigid adj stiffindecision noun inability to decideingratitude noun not-grateful(ness)portray verb to show, depictresidue noun stuff left over, what remainsanew adv afreshsolemn adj seriousreluctant adj not keen (to do something)wanly adv palely (i.e. not...
by melaniewp | Feb 12, 2014 | 11 plus, 11+, Common Entrance, KS2, KS3, SPAG, Spelling
Test your spellings on these plurals. Do you add -s or change the ending to -ies?lady >cherry >donkey >berry >baby >monkey >abbey >journey >dictionary >library >
by melaniewp | Feb 8, 2014 | 11+, KS2, SPAG, Spelling
This is a summary of the UK National Curriculum Literacy strategy Spellings Bank for Year 4 (age 8-9) in the order in which it’s studied, as used by your child’s class teacher.Be amazed at what your child is learning, and what they can do for themself...
by melaniewp | Jan 8, 2014 | 11+, Common Entrance, Creative Writing, KS2, KS3, Sensory Language, Writing to Describe
What is Sensory Language?Get examples of how to describe light and shadeGet more interesting describing words.Sensory describing words for a forest.How to use sensory language, with examples.
by melaniewp | Nov 13, 2013 | 11 plus, 11+, Analysis, Common Entrance, Comprehension, English Literature, Essay, How to Quote, KS2, KS3, PEA, PEE, PQC, R.J. Palacio, Wonder
Learning to analyse a text in detail will hugely raise your grade. Some teachers call this method Point-Evidence-Explain (PEE). Others call it Point-Evidence-Analyse (PEA), or Point-Quote-Comment (PQC). It’s all the same thing. My own paragraphs usually look...
