Welcome

## Present Tense

 A mistake that my son continues to make is translating a verb from the past or future tense to the present tense. He can do it, it's just that his default is the present continuous rather than the present simple. We don't, frankly, know if the markers would accept this but I'd think that it would be safer to stick with the present simple - that's certainly what is on the mark schemes. So let's look briefly at the present tents - again, sorry for the puns.

## Semicolons

 The trouble with semicolons is that we don't say them and therefore lack an innate understanding of what they are. Semicolons separate two clauses (excuse the pun  →) Clauses are parts of sentences that could stand alone as independent sentences.

## Map Scales

 A common AQE question is related to reading maps and dealing with their scales - although the same question appears in several other variations. Essentially, you are given a map scale (eg: 1cm : 100m) and asked either how far in reality is 4 cm on the map, or how far on the map is 1.2km in reality. Occasionally, as a more difficult question, you may be shown a signpost and you must first work out a total distance before converting it to a map distance. In this post, we are going to look at the different types of question in this subject area.

## Function Machines

 A while back, I was teaching quadratic graphs to a group of Year 10s (3rd form in old money) when I realised that some of the students had no idea what the equations on the board actually meant! We changed tack and discussed them as rules before converting them to function machines. Function machines are a really useful visual metaphor - it's easy to understand what they are doing to the number - and,by the end of the lesson, everyone knew what quadratic equations do. In this post, we are going to look at how these function machines exist in the AQE and GL transfer tests, and how to best answer questions about them.

## Nouns

 When we learn to speak, we do so organically. We don’t need to be able to spell words and we don’t need to be able to classify them. However, as talking becomes reading and writing we need to be able to spell, and for higher level study of language we require the ability to classify words - describing words, doing words, names of things and so on. Ironically, in adulthood most of us no longer need these skills and so, for catch-up, read TransferReady’s quick guide to nouns.

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