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It develops fluency, key-idea identification, inference, evidence-based reasoning, and holistic understanding of themes and development of meaning. The booklet follows a thematic sequence of resilience and empowerment, supports collaborative oracy work, and embeds assessment objectives implicitly while allowing teachers to adapt activities to learners’ 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post-16 learners  \nContents  \nIntroduction 3  \nUnit 1: Creating confidence 4  \nDevelop confidence through scaffolded and guided reading activities that encourage learners to build fluency, identify key ideas and information, and make simple inferences.  \n• Overview  \n• Activities  \n• Guidance and rationale  \n• Resources (including the main text: My Name is Why by Lemn Sissay)  \nUnit 2: Building reading strategies 11  \nDevelop knowledge of effective reading strategies to enable learners to form initial opinions, inferences and hypotheses and to find evidence to support their ideas.  \n• Overview  \n• Activities  \n• Guidance and rationale  \n• Resources (including the main text: Becoming Dinah by Kit de Waal)  \nUnit 3: Solving problems 23  \nDevelop learners’ problem-solving skills: encouraging them to ask questions, clarify meaning, make inferences and predictions and to find evidence from the text to support their assertions.  \n• Overview  \n• Activities  \n• Guidance and rationale  \n• Resources (including the main text: Memory of Water by Emmi Itäranta)  \nUnit 4: Reading holistically 32  \nSupport learners to trace the development of ideas and themes through holistic reading of a text, focusing on meaning over feature spotting.  \n• Overview  \n• Activities  \n• Guidance and rationale  \n• Resources (including the main text: ‘Tilly Two Rooms’, Home Truths BBC Radio 4)  \nReferences and further reading 39  \nBuilding Reader Confidence: AQA GCSE English Language © Oxford University Press 2026 2  \nIntroduction  \nAbout this resource  \nThis resource focuses predominantly on AO1 and AO2, recognising that, for many resit learners, confidence grows when core reading skills are clearly taught, practised and embedded. The activities support learners likely to be working at Levels 1 or 2 of the AQA GCSE Language mark scheme to develop their ability to read for meaning, make inferences and analyse writers’choices.  \nAs teachers of resit learners know, activities which build from basic decoding, comprehension and reading for meaning, enable learners to make inferences, connections and form a personal point of view. Explicitly modelling how to approach texts and narrating the process can support throughout these activities.  \nThe selected text extracts follow a thematic thread of resilience and empowerment, around which a structured sequence of activities have been designed to build confident, curious and critical readers ready to progress in the AQA GCSE English Language examination. Assessment objectives are embedded implicitly throughout, rather than foregrounded.  \nThe resource is also designed to encourage collaborative work and oracy, supporting learners to become more confident, independent readers.  \nWhile the activities can be followed as a teaching sequence, professional judgement remains central. Teachers may adapt, omit or reorder activities to suit their learners’ needs, and can be adapted and applied to other texts beyond this resource.  \nAQA and Oxford University Press have worked together to create this resit-ready teaching resource for AQA GCSE English Language. The materials are shaped by an understanding of the challenges resit learners may face and they offer an accessible, supportive route into reading and engaging with unseen texts.  \nAuthor Claire Callow has applied her years of experience in the FE sector to model how to build reader confidence for learners resitting the AQA specification. This booklet is designed to be a flexible and inclusive springboard for approaches to GCSE English Language.  \nWhen using this resource, remember to refer to AQA’s specification as your definitive source of information. Further support resources can be found via English | Subjects | AQA.  \nAbout the author  \nClaire Callow is an experienced English educator and teacher trainer with over  \n30 years’ experience ","cbCaia84TeX4ym4s","https://ap.wps.com/l/cbCaia84TeX4ym4s","pdf",2113457,"English","# Introduction\n## About this resource\n## About the author\n# Unit 1: Creating confidence\n## Unit 1: Overview\n# Unit 2: Building reading strategies\n## Unit 2: Overview\n# Unit 3: Solving problems\n## Unit 3: Overview\n# Unit 4: Reading holistically\n## Unit 4: Overview\n# References and further reading","[{\"question\":\"What learning outcomes does Unit 1 focus on for resit learners?\",\"answer\":\"Unit 1 builds confidence in responding to a text, using inference, and forming a personal response through scaffolded guided reading activities.\"},{\"question\":\"How does the resource develop reading strategies in Unit 2?\",\"answer\":\"Unit 2 teaches effective reading strategies so learners can form initial opinions, develop inferences and hypotheses, and find evidence from the text to support their ideas.\"},{\"question\":\"What approach does Unit 4 take to reading the text?\",\"answer\":\"Unit 4 supports holistic reading by tracing the development of ideas and themes, prioritising meaning over feature spotting to strengthen overall comprehension.\"}]","Building Reader Confidence for GCSE English Language - A resit-ready resource | PDF",1792463020,101]