15 revision posters for revision. Each poster outlines a summary of the poem and the key structural elements. It includes 3 key quotations from the poem, analytical comments and the poet’s intentions. Particularly useful as we move closer to the exams (eek!)

A set of 6 posters that outline the campaigns behind a number of laws, including: Hillsborough Disaster Protection Against Stalking British Lung Foundation Double Jeopardy Clare’s Law Sarah’s Law Works through the same questions: What led to the campaign? How did the campaign win support? What change was made to the law? Supports students in AC 4.2 and AC 4.3,

A PDF checklist that outlines the different areas students need to revise for the Unit 2 exam. It has an overview sheet and then individual checklists for each Learning Objective. My Year 12 students have felt overwhelmed by the level of content that they need to revise, and often get confused which study falls under which theory (despite the amount we go through it). They asked for something - this is that something.

With a focus on Macbeth, a full lesson on supporting students with their topic sentences. However, easy to apply to other literature texts. Follows a formula of [Writer] + [Verb] + [Theme/Character] + [Effect/Purpose] Worked really well with my Y11 students of mixed ability.

A set of 8 vocabulary tests encouraging students to make use of high-level tier 2 vocabulary when referring to the literature texts (designed specifically with Macbeth, A Christmas Carol, An Inspector Calls and Power and Conflict poetry in mind). This works well with my other vocabulary ‘mat’ resource as it makes use of the same vocabulary but instead of recognising the relevance, it encourages students to use and apply the vocabulary. Both resources are available as a bundle, also.

Structure support for the Unit 2 exam for WJEC Level 3 Criminology. The structure allows students to get the most out of their writing without waffling. The sheet includes: Example Question Stem Marks Available Recommended Structure Sentence Starters (Frames)

A series of lessons that revise the key themes/moments in A Christmas Carol. Useful in preparation for mock exams or even the real thing (quickly approaching). Lessons include: Lesson 1 - How does Dickens present Scrooge to readers in Stave 1? Lesson 2 - How can I construct an effective introductory paragraph? Lesson 3 - How does Dickens critique Victorian attitudes towards poverty and social responsibility? Lesson 4- How do key characters in the novella reflect Dickens’ political ideas? Lesson 5 - How does Dickens present the redemption of Scrooge in A Christmas Carol? Lesson 6 - How does Dickens present the theme of redemption through Scrooge? (Exam Question Focus)

A series of lessons looking at the themes within Macbeth as a revision resource. Lesson 1 - How does Macbeth embody the theme of ambition? Lesson 2 - How does Shakespeare critique power and gender expectations? Lesson 3 - How does Lady Macbeth challenge traditional gender expectations? Lesson 4 - How does Shakespeare present Lady Macbeth’s mental deterioration? Lesson 5 - How can I expand on simple sentences to effectively explore character and intentions? Lesson 6 - How can I compare key themes in Macbeth? All fully resourced and ready to go. Notes provided in the PowerPoint for teacher support. Included: Quotation Support Sheets for - Macbeth’s Masculinity and Lady Macbeth’s Decline

A list of 25 Tier 2 vocabulary applicable to all of the key texts for AQA English Literature (Macbeth, An Inspector Calls, A Christmas Carol and Power and Conflict Poetry). Students are provided with a key word and its definition and are then asked a series of questions linking that piece of vocabulary to the 4 key texts they study. Useful as a Do Now Activity, revision activity or homework activity. Example of words included: oppression, nihilism, disillusionment…

A full teaching PowerPoint for a Christmas Carol - looking closely at character over theme. Best taught to Year 10 on their first read through and study of the novella. All resources can be found in the PowerPoint and have been colated over the past 5 years of teaching the text.

Following a full read of the play, this series of lessons will support the teaching of the key characters in An Inspector Calls. It has been organised so as to look at a character every 2 lessons. This can be delivered as early GCSE teaching with Year 10 or for revision with Year 11. 1 - How does Priestley use Mr Birling’s character as a vehicle for capitalism? 2 - How does Mr Birling view his role in Eva Smith’s downfall? 3 - How does Priestley present Sheila’s emotional journey and moral awakening? 4 - How does Sheila represent Priestley’s moral and social views? 5 - How does Gerald’s social position influence his actions? 6 - How does Priestley present Gerald’s relationship with Eva/Daisy? 7 - How does Mrs Birling represent upper-class prejudices? 8 - How does Priestley use dramatic irony to expose Mrs Birling’s flaws? 9- How does Priestley present Eric’s emotional journey and sense of guilt? 10 - How does Preistley use Eric and Gerald to represent different response to guilt and responsibility? 11 - How does Priestley convey his societal criticisms through The Inspector? 12 - How does Priestley present the Inspector in the opening of the play?

A range of knowledge organisers for OCR A-Level Law, covering both Criminal and Tort topics. Automatism Burglary Consent Diminshed Responsibility Gross Negligence Insanity Intoxication Loss of Control Negligence (AO3) Negligence Non-Fatal Offences Occupier’s Liability Private Nuisance Robbery Torts Connected to Land Unlawful Act Vicarious Liability

A complete set of models for the OCR A-Level Law Curriculum - covering both AO1 (Knowledge) and AO3 (Evaluation). Students being able to understand that the AO1 of their exam responses never changes, supports them in the retention of key information. Their focus in the exam can then be on the accurate application of the law. Provided are AO1 Models for the following: Fatal Offences (Murder and Manslaughter) Non-Fatal Offences (Assault, Battery, ABH and GBH) Property Offences (Theft, Burglary and Robbery) Mental Capacity Defences (Insanity, Automatism and Intoxication) General Defences (Self-Defence, Consent and Duress) Preliminary Offences (Attempts) Also provided are the AO3 Models for the following: Evaluation of Non-Fatal Offences Evalutation of Mental Capacity Defences Evaluation of General Defences All of the model responses include at least 5 key cases.

An ‘Escape Room’ whereby the students are ‘trapped’ in the Chamber of Persuasion and they have to complete 8 different stations to unlock keys to escape. Station 1: Identify persuasive techniques. Station 2: Re-arrange a jumbled argument. Station 3: Create a persuasive slogan and justify why it is persuasive. Station 4: Word search. Station 5: Identify the most emotionally persuasive sentence. Station 6: Rhetoric riddles. Station 7: Match the persuasive techniques. Station 8: Write a persuasive letter to the Chamber Master. Worked really well with my Year 8 students, and they actively enjoyed working together to solve the stations. All of the stations are easily adaptable to suit the needs or focus of your class.

A ‘fake’ courtroom scenario, with a range of ‘evidence’ that encourages pupils to write the closing speech for either the Prosecution or Defence team. After finding that my top set Year 8 students were getting bored with the repetitive nature of rhetoric, I created a three-part lesson sequence that encourages them to think about their opening and closing statements within a perusaisve speech. Their ultimate task: Write a closing speech for either the prosecution or defence team. Lesson 1: Exploring ‘controversial’ statements and formulating their opinion. Lesson 2: The ‘crime’ is explained and they are provided with evidence to start planning their closing argument. Lesson 3: They write their closing argument, making use of the evidence available. Worked really well with my top set students, but it is accessible for all.

A lesson on building effective topic sentences following a formula of success. This lesson is particularly asking students to work with Macbeth, however the formula is applicable for all texts. Worked particularly well with my lower-ability Year 11 students but encouraged my higher-ability students to be more conceptual with their ideas.

A worksheet that encourages students to find their evaluative voice for Question 4 of Language Paper 1. It gives them sentence starters and high level vocabulary to incorporate into their responses. Useful in the run up to mocks or exams.

After a lot of requests from students, I have compiled a checklist of what students need in their folders going into the Controlled Assessment for Unit 3 (WJEC Criminology). Feel free to use with your own Criminology students.