|D & T||D & T||Geography||History||Music||RE||PSHCE|
|Architectural||Design – CAD||Consumer||economy||catholic||crotchet|
|Prototype||Personal protective equipment (PPE)||latitude||imperialism||Minor|
|Questionnaire||COSHH – HSE||longitude||independence||Tempo|
|Vacuum forming||Long nose pliers||erosion||propaganda||Timbre|
|High impact polystyrene||Printed Circuit Board (PCB)
|D & T||D & T||D & T||Geography||History||Music||Music|
|able/ability||Bible/biblical||voice||Read Only Memory (ROM)|
|achieve/achievement||Buddhist/Buddhism||Gesture||Portable Document Format (PDF)|
|addict/addiction||Ritual||Expression||Universal Serial Bus (USB)|
|control||commandment||Physical||Uniform Resource Locator (URL)|
|dependant/ dependency||creation||Still image||Hypertext Mark Up Language (HTML)|
|encourage/ encouragement||belief/believe||Communicate||Desktop Publishing (DTP)|
|involve/involvement||pilgrim/pilgrimage||Prepared||Internet Service Provider (ISP)|
|pressure||synagogue||Monologue||Virtual Learning Environment (VLE)|
|racism/racist||Sikh/Sikhism||Dialogue||Liquid Crystal Display (LCD)|
|reward||pray/prayer||Random Access Memory (RAM)|
As well as
Not only … but also
To begin with
On the other hand
On the contrary
Later at x o’clock
By the time
In the same way
|Cause and Effect
As a result
This means that
Due to the fact that
As long as
While it is true that
Despite the fact that
In spite of
In other words
That is to say
To put this more simply
Turning now to…
Now to consider…
Moving on to …
To sum up
On the whole
So, to round off
As revealed by
In the case of
I could have improved…
On reflection, I would have …
In the future, I would …
I have learned that…
The results showed that…
To overcome these difficulties…
Despite these setbacks …
|Skimming||To locate information in a text, to glance through quickly to get the gist e.g. What is this
|Scanning||To extract relevant information from a text, a particular piece of information e.g. Which
artists are mentioned in the text?
|Close reading for meaning/inference||To read between the lines and understand the writer’s intentions; it involves careful reading
and usually involves looking back in order to examine the text in detail.
|Evaluation||To assess the value, reliability and relevance of sources such as newspaper articles, primary
and secondary sources.
|Break the word into its separate sounds||Wed-nes-day|
|Break the word into syllables||Re-mem-ber|
|Break the word into its constituents
|Use a mnemonic||Necessary: never eat cake, eat salad sandwiches and remain young/ One collar, two
sleeves (one c, two ss)
|Make a link to a word in the same family||Bright, light, sight|
|Say the word exactly as it is spelt, rather than how it is pronounced||d-i-a-r-y/b-u-s-i-n-e-s-s|
|Notice words within words||There’s a rat within separate|
|Use clues from putting words together||Bi + cycle = two + wheels|
|Apply knowledge of spelling patterns||Spot, spotting, spotted|
|Learn by sight||Look-cover-write-check|
|Proper noun||People, places, days of the week, months: John, London, Saturday, November|
|Common noun||Objects and anything that isn’t a proper noun: hat, ruler, pen, school|
|Pronoun||Replace nouns: he, her, himself, herself, its, who|
|Determiner||The, a/an, which, this|
|Adjective||Describe nouns: big, small, green, brown|
|Preposition||Tell you the position of something: above, below, next to|
|Verb||Doing words: to run, to walk, to laugh, to cry, to sing|
|Adverb||Mostly describe verbs: quickly, slowly, angrily, sadly; also describe adjectives, for example, particularly good|
|Conjunction||Joining words: and, because, after, but, or|
|Qualifier/intensifier||Very, quite, really, too|
Weather and whether
v The weather is dreadful today.
v I don’t know whether to buy it or not.
To, too and two
v We went to the cinema
v She had too much homework.
v We had to take two trains to get there.
There, they’re and their
v The camp site is over there.
v They’re going to the cinema tonight.
v Their house is number 28.
Your and you’re
v Your homework is very detailed.
v You’re late for school.
Who’s and whose
v Whose book is this?
v Who’s going to the cinema tonight?
Sites and sights
v The building site is a dangerous place to be during the day.
v The beautiful blue sea ahead was a beautiful sight.
Allowed and aloud
v I am allowed to stay out until 10pm tonight.
v She read her essay aloud to the rest of the class.
Braking and breaking
v The car was braking slowly as it came down the steep hill.
v I am breaking the cake up into smaller pieces for everyone to share.
Threw and through
v She threw the netball hard across the court
v He walked through the Trafford Centre to the car park.
Help with grammar
Most of the meals are ready to be served.
Every seat in the cinema is sold.
Help with longer answers and essay writing
E.g. The purpose of the practical was to have knowledge and understanding of the functions of eggs.
o With a verb: Feeling tired, Jack took the bus home.
o With an adverb: Eagerly, she began eating the cake.
o With an adjective: Cold and weary, they climbed the final summit of the mountain.
o With a connective: As a result of the rain, the show was cancelled.
|The work has a title and date underlined with a ruler.|
|I have used paragraphs to split up and organise my writing.|
|I have checked spellings, particularly key words.|
|New sentences start with a capital letter.|
|Proper names (people and places) have a capital letter.|
|I have written clearly and answered the question fully.|
|My handwriting is neat and legible.|
|I have used apostrophes correctly (belonging and contraction) and not on plurals.|
|I have not used slang and have used a wide range of vocabulary.|
|I have read my work through at least twice to check it makes sense and to remove errors.|
Common mistakes in writing
Practice is a noun; practise is a verb.
Focussed/focused: both are acceptable in the English language, but one “s” tends to be the more common modern spelling; same with focusing.
Targeted/targeting: no double “ t”
To affect is a verb
An/the effect is a noun
“A lack of revision badly affected John’s examination result.”
“John needs to thoroughly learn the effects of coastal erosion.”
“Should/could/would/might/may/will have”; never “of”!
You should have learned that work more thoroughly. This is a common mistake because it SOUNDS like ‘should of’ when you say it. What you are actually saying is ‘should’ve’.
Apostrophes are used for two purposes:
o Belonging: Steve’s car; Cara’s horse; the children’s playground; the man’s tie; the men’s football team; the woman’s house; the women’s gym; James’ homework; Jane’s homework; the students’ exam results (plural); the student’s exam results (singular); to change people’s minds. If the word ends in s, the apostrophe goes after the s; if the word doesn’t end in S, add apostrophe and s
o When letters have been missed out: won’t; don’t; you’re; they’re
Common errors with apostrophes:
o E.g. It’s cold today. (Apostrophe because letters have been missed out)
o E.g. The dog has hurt its paw. (No apostrophe because the word is a pronoun)
v A lot is TWO words, not one word.
v Thank you is TWO words, not one word.
v As well is TWO words, not one
v The difference between:
o QUIET and QUITE
o CONSCIENCE and CONSCIOUS
o BOUGHT and BROUGHT
o OUR and ARE.