A CHRISTMAS CAROL - SENTENCE SCRAMBLE - GHOST OF CHRISTMAS PAST This FREE PDF resource consists of 10 scrambled sentences on the character of the 'Ghost of Christmas Past’ in ‘A Christmas Carol’. Develop student’s knowledge of the character and practice sentence writing skills. Can be used as a stand alone activity or as a starter for LAP/MAP students. Or, you could encourage the students to express themselves and their knowledge of the character by using the sentences as part of a storyboarding exercise to consolidate knowledge. AT x

This FREE resource will serve as a standalone, a starter or a lead in to a storyboarding activity for a range of student levels. Once students unscramble the 10 sentences, they will have a good idea of the main events in ACT 1 of Macbeth. Acts 2 - 5 also available. AT x

Boost your students’ AQA English Language Paper 2 performance with our comprehensive practice resource. Includes authentic texts, targeted questions, and model answers to ensure effective exam preparation. Included: Source Texts: Source A: An extract from a historical letter by Oscar Wilde, focusing on the treatment of children in prison. Source B: A contemporary newspaper article adapted from The Guardian, which discusses the treatment of convicts in Greenland’s Nuuk correctional institution. Practice Questions: Q1: True/False Statements (Source A) Students are provided with several statements about the extract and must identify which ones are true. This tests comprehension and attention to detail. Q2: Summary of Differences (Sources A & B) Students must summarize the differences between the treatment of children in prison (Source A) and the treatment of convicts in Greenland (Source B). This encourages comparative analysis and synthesis of information. Q3: Language Analysis (Source B) A detailed question requiring students to analyze how the writer uses language to convey scepticism about Greenland’s treatment of criminals. This develops critical reading and linguistic analysis skills. Q4: Attitudinal Comparison (Sources A & B) Students must compare the attitudes of the two writers towards prison as a form of punishment, including the methods used to convey their attitudes. This enhances comparative skills and the ability to support arguments with textual evidence. Model Answers: Detailed model answers for each practice question: with clear examples of high-quality responses. These serve as benchmarks for students to measure their own work. Sample Writing Response: A sample article written for a broadsheet newspaper, demonstrates how to effectively argue a point of view on the treatment of young offenders. This helps students understand how to structure their writing and use persuasive techniques. AT x

SHAKESPEARE’S Hamlet’s “To be, or not to be” soliloquy comprehensive resource. INCLUDED Reading Passage: analysis of the soliloquy that focuses on Hamlet’s internal conflict and themes of life and death. MCQs: to assess comprehension and key aspects of the passage. Discussion Qs: to encourage critical thinking and class discussion Creative Task: A modern monologue writing task, connecting Hamlet’s themes to contemporary issues like academic pressure and social media. This resource makes Shakespeare’s themes relevant and accessible to today’s students: Supports diverse learning styles Promotes analytical and creative skills Ideal for classroom use and exam preparation AT x

Enhance students’ understanding of Shakespeare’s “Macbeth” with this analytical passage on blood imagery. This workbook includes: -analytical passage on the use of blood imagery in Shakespeare’s Macbeth MCQs and discussion prompts with answers a creative writing task where students imagine they are writing a modern version of “Macbeth.” They will create a short scene where a character feels extreme guilt after doing something wrong. They will use modern settings and situations, but incorporate symbolic imagery to show their guilt, similar to how Shakespeare uses blood imagery. ALSO SUITABLE FOR HOME STUDY. This comprehensive workbook is designed to deepen students’ understanding of the imagery in Macbeth, but also develop their analytical skills. AT x