It’s hard work finding quality GCSE model writing answers for AQA English Language Paper 2, and even harder work writing them yourself, especially at a high level. Here, you will find a high-level model answer: an essay to explain. The topic is homework. Pupils are asked to reflect on the significance of style and genre at the end as a self-reflection exercise. Please note the preview shows only a section of the sheet. Best wishes, Englbee x

A character revision poster of Lady Macbeth with key quotations on the following themes: Masculinity/Femininity; Appearance and Reality; Children; Guilt; Kingship; Fate, Free Will and Ambition. Quotations are not definitive, but offer a simple way for students to link quotations and theme for revision purposes. Act, scene and line are also given. Would be useful printed onto A3 for classroom revision or A4 for home revision. Bundle of all eight Macbeth character posters found here https://www.tes.com/teaching-resource/macbeth-revision-posters-12070022 Original illustrations by mancsunshine (copyright) Best wishes, Englbee x

A character revision poster of Macbeth with key quotations on the following themes: Masculinity/Femininity; Appearance and Reality; Children; Guilt; Kingship; Fate, Free Will and Ambition. Quotations are not definitive, but offer a simple way for students to link quotations and theme for revision purposes. Act, scene and line are also given. Would be useful printed onto A3 for classroom revision or A4 for home revision. Bundle of all eight Macbeth character posters found here https://www.tes.com/teaching-resource/macbeth-revision-posters-12070022 Original illustrations by mancsunshine (copyright) Best wishes, Englbee x

A fully-adaptable PowerPoint which explores ‘When We Two Parted’ by Lord Byron in preparation for the AQA Literature Examination The PowerPoint and accompanying teacher notes are aimed at high-level GCSE candidates aiming for grades 7-9 The resource contains the following: PowerPoint: AQA Assessment objectives for the poetry anthology examination paper Warm-up activity A brief biography of Lord Byron A link to an audio of a reading of the poem A copy of the poem A list of high-level terminology for this particular poem as required for higher grades A pyramid of questions which moves from knowledge to evaluation as a way of stretching students’ thinking A student sheet which can be printed off or projected onto the board to record ideas whilst working through questions A short plenary Followed by: Teacher notes -two slides containing ideas for understanding the poem and its methods at a high level which you should likely read before the lesson as preparation for discussion and teaching. How much you ‘teacher-lead’ using these notes, or how much you use them to aid independent learning is up to you. Notes are not definitive, but offer good-grounding in understanding Byron’s use of method in the poem, with detail on structure and form as well as language in order to reach higher grades (e.g. cyclical structure, negative lexical fields etc.) NEW: THREE PAGE LESSON PLAN ON HOW TO USE EACH SLIDE INCLUDING KEY QUESTIONS, LEARNING AND OUTCOMES The lesson presumes that some previous learning has taken place on what language, form and structure mean, and that students have a good level of understanding of what questions they should ask of poems in order to explore them (e.g. when was it written? how might that influence language choices? is there a specific form? what relevance is the form? how is the poem’s narrative structured? Is there a clear structure? etc.) Kind regards, Englbee x

A fully-adaptable PowerPoint which explores ‘Love’s Philosophy’ in preparation for the AQA Literature Examination The PowerPoint and accompanying teacher notes are aimed at high-level GCSE candidates aiming for grades 7, 8 & 9 The resource contains the following: AQA Assessment objectives for the poetry anthology examination paper A warm-up activity A brief biography of Percy Bysshe Shelley A link to an audio of a reading of the poem A list of high-level terminology for this particular poem as required for higher grades A pyramid of questions which moves from knowledge to evaluation as a way of stretching students’ thinking A copy of the poem A student sheet which can be printed off or projected onto the board to record ideas whilst working through questions A short plenary Followed by: Teacher notes - a detailed slide containing ideas for understanding the poem and its methods at a high level which you should likely read before the lesson as preparation for discussion and teaching. How much you ‘teacher-lead’ using these notes, or how much you use them to aid independent learning is up to you. Notes are not definitive, but offer good-grounding in understanding Shelley’s use of method in the poem, with detail on structure and form as well as language in order to reach higher grades (e.g. Use of structure/argument, use of irregular couplets, plosive and sibilant sounds etc…) NEW: THREE PAGE LESSON PLAN ON HOW TO USE EACH SLIDE INCLUDING KEY QUESTIONS, LEARNING AND OUTCOMES The lesson presumes that some previous learning has taken place on what language, form and structure mean, and that students have a good level of understanding of what questions they should ask of poems in order to explore them (e.g. when was it written? how might that influence language choices? is there a specific form? what relevance is the form? how is the poem’s narrative structured? Is there a clear structure? etc.) Best wishes, Englbee x

This is high-level revision sheet of Elizabeth Barrett Browning’s 'Sonnet 29: I think of thee…’ for students aiming for grades 6-9 in the new GCSE Literature Paper 2 The revision sheet is laid out in sections with minimal graphics to allow effective revision of ideas and method. Ideas are written in a brief format rather than being too text/colour heavy to aid key learning and memory The method focus is rooted in structure and form as well as language choices in order to hit higher band criteria. Only a few choices for each as AQA stresses depth as opposed to breadth to achieve top grades. There are suggested links to ‘Love’s Philosophy’ and evaluative questions to consider in a potential essay conclusion. The sheet is not definitive, and students should have a much deep knowledge of the poem from class studies; however, it will help as an aid for themes and methods regarding the second, unprinted poem in the examination in which they will need to draw on their memory. Please note the preview shows only a small section of the revision sheet. Best wishes, Englbee x

A fully-adaptable PowerPoint which explores ‘Sonnet 29 'I think of thee…’ in preparation for the AQA Literature Examination The PowerPoint and accompanying teacher notes are aimed at high-level GCSE candidates aiming for grades 7, 8 & 9 The resource contains the following: AQA Assessment objectives for the poetry anthology examination paper Warm-up activity A brief biography of Elizabeth Barrett Browning A link to an audio of a reading of the poem A list of high-level terminology for this particular poem as required for higher grades A pyramid of questions which moves from knowledge to evaluation as a way of stretching students’ thinking A copy of the poem A student sheet which can be printed off or projected onto the board to record ideas whilst working through questions A short plenary Followed by: Teacher notes - three slides containing ideas for understanding the poem and its methods at a high level which you should likely read before the lesson as preparation for discussion and teaching. How much you ‘teacher-lead’ using these notes, or how much you use them to aid independent learning is up to you. Notes are not definitive, but offer good-grounding in understanding Barrett Browning’s use of method in the poem, with detail on structure and form as well as language in order to reach higher grades (e.g. use of the ‘abstract thought/empirical being’ structure; breaking of the Petrarchan sonnet form; use of extended metaphor/symbolism. NEW: THREE PAGE LESSON PLAN ON HOW TO USE EACH SLIDE INCLUDING KEY QUESTIONS, LEARNING AND OUTCOMES The lesson presumes that some previous learning has taken place on what language, form and structure mean, and that students have a good level of understanding of what questions they should ask of poems in order to explore them (e.g. when was it written? how might that influence language choices? is there a specific form? what relevance is the form? how is the poem’s narrative structured? Is there a clear structure? etc.) Best wishes, Englbee x

This is high-level revision sheet of Percy Bysshe Shelley’s ‘Love’s Philosophy’ for students aiming for grades 6-9 in the new GCSE Literature Paper 2 The revision sheet is laid out in sections with minimal graphics to allow effective revision of ideas and method. Ideas are written in a brief format rather than being too text/colour heavy to aid key learning and memory The method focus is rooted in structure and form as well as language choices in order to hit higher band criteria. Only a few choices for each as AQA stresses depth as opposed to breadth to achieve top grades. There are suggested links to Sonnet 29 and evaluative questions to consider in a potential essay conclusion. The sheet is not definitive, and students should have a much deep knowledge of the poem from class studies; however, it will help as an aid for themes and methods regarding the second, unprinted poem in the examination in which they will need to draw on their memory. Please note the preview shows only a small section of the revision sheet. Kind regards, Englbee x

This is high-level revision sheet (PDF) of Carol Ann Duffy’s ‘Before You Were Mine’ for students aiming for grades 6- 9 in the new GCSE Literature Paper 2 The revision sheet is laid out in sections with minimal graphics to allow effective revision of ideas and method. Ideas are written in a easy format rather than being too colour-heavy to aid key learning and memory The method focus is rooted in structure and form as well as language choices in order to hit higher band criteria. Only a few choices for each as AQA stresses depth as opposed to breadth to achieve top grades. There are suggested links to ‘Eden Rock’ and evaluative questions to consider in a potential essay conclusion. The sheet is not definitive, and students should have a much deep knowledge of the poem from class studies; however, it will help as an aid for themes and methods regarding the second, unprinted poem in the examination in which they will need to draw on their memory. Please note the preview shows only a small section of the revision sheet. Kind regards, Englbee x

A high-level GCSE essay for those studying Much Ado about Nothing for AQA English Literature Paper 1 The resource offers an extract from Act 4 scene 1 with an AQA-style examination question on the characterisation of Benedick (small amount shown in synopsis). There follows an essay which focuses on the question. The essay is written to a high-level for those aiming for grades 7-9 (although might help aspiring grade 6 also). The essay is around a side-and-a-half typed, meaning handwritten it would be about four sides (in keeping with high-level candidate expectations). After the essay, there is discussion as to: how the essay’s approach fits AQA’s ‘extract to whole’ further insight booklet on GCSE English Literature how the essay hits AO1, AO2 and AO3. how the essay covers higher band criteria The resource is fully-adapatable for you to change as needed for your OWN classroom use. Best wishes, Englbee x

Al revision sheet of Thomas Hardy’s ‘Neutral Tones’ for students aiming for levels, 6-9 in the new GCSE Literature Paper 2 The revision sheet is laid out in sections with minimal graphics to allow effective revision of ideas and method. Ideas are written in a brief format rather than being too text/colour heavy to aid key learning and memory The method focus is rooted in structure and form as well as language choices in order to hit higher band criteria. Only a few choices for each as AQA stresses depth as opposed to breadth to achieve top grades. There are suggested links to ‘Winter Swans’ and evaluative questions to consider in a potential essay conclusion. The sheet is not definitive, and students should have a much deep knowledge of the poem from class studies; however, it will help as an aid for themes and methods regarding the second, unprinted poem in the examination in which they will need to draw on their memory. Please note the preview shows only a small section of the revision sheet. Best wishes, Englbee x

A fully-adaptable PowerPoint which explores ‘Neutral Tones’ in preparation for the AQA Literature Examination The PowerPoint and accompanying teacher notes are aimed at high-level GCSE candidates aiming for grades 6- 9 The resource contains the following: AQA Assessment objectives for the poetry anthology examination paper A warm-up acitvity A brief biography of Thomas Hardy A link to an audio of a reading of the poem A list of high-level terminology for this particular poem as required for higher grades A pyramid of questions which moves from knowledge to evaluation as a way of stretching students’ thinking A copy of the poem A student sheet which can be printed off or projected onto the board to record ideas whilst working through questions A short plenary Followed by: Teacher notes - two slides containing ideas for understanding the poem and its methods at a high level which you should likely read before the lesson as preparation for discussion and teaching. How much you ‘teacher-lead’ using these notes, or how much you use them to aid independent learning is up to you. Notes are not definitive, but offer good-grounding in understanding Hardy’s use of method in the poem, with detail on structure and form as well as language in order to reach higher grades (e.g. cyclical structure, time shift, enclosed rhyme, symbolism, unusual language collocations etc…) NEW: THREE PAGE LESSON PLAN ON HOW TO USE EACH SLIDE INCLUDING KEY QUESTIONS, LEARNING AND OUTCOMES The lesson presumes that some previous learning has taken place on what language, form and structure mean, and that students have a good level of understanding of what questions they should ask of poems in order to explore them (e.g. when was it written? how might that influence language choices? is there a specific form? what relevance is the form? how is the poem’s narrative structured? Why? Is there a clear structure? etc.) Best wishes, Englbee x

A fully-adaptable PowerPoint on Birling’s involvement with Eva Smith in Act One of An Inspector Calls. The resource is suitable for a mid-high level group studying the text for GCSE Literature. The resource contains: LOs and learning skills outline Reading and note-making on Birling’s involvement with Eva An exploration of the skill of distilling evidence from a text which will be practised today A table to complete on language used to demonstrate Birling’s views on Eva as a contrast to that of Eric, Sheila and the Inspector A slide with a completed table for pupils to fill in any gaps or offer other suggestions of evidence they might have An exploration of what Eric and Sheila’s views are and who they most closely align with An exploration of the significance of Eric and Sheila siding with the Inspector’s views rather than their father’s A plenary in which students can reflect on wider themes and issues explored in Birling’s involvement with Eva, and the two side of the argument (capitalist vs socialist) A reflection on the skill of distilling information today and what students did to achieve this. Under most slides also are detailed indicative comments or answers for the teacher which can be shared as appropriate with students or simply used to aid the teacher during discussion. These could be collated and printed off separately if the teacher needs extra support and notes during the lesson. Kind regards, Englbee x

A fully-adapatble PowerPoint for mid-high GCSE English Literature students on the contrasting language and characterisation of Shelia and Mrs Birling. Slides include: LOs and Outcomes A slide-prompt to read pp. 27-33 with a focus question A table with the contrasting language of Shelia and Mrs Birling; in the notes section, ideas for teachers on how to tackle a question on contrasting language as a written task A sample response (five paragraphs) on Shelia’s language focusing on Priestley’s method and message A sample response (five paragraphs) on Mrs Birling’s language focusing on Priestley’s method and message A reflective plenary task in which students are asked to sort various adjectives into two groups to reflect the contrasting characterisations of Shelia and Mrs Birling and their links to the play’s wider themes and ideas. Best wishes, Englbee x

It’s hard work finding quality GCSE model writing answers for AQA English Language Paper 2, and even harder work writing them yourself, especially at a high level. Here, you will find a high-level model answer: a letter to persuade. The topic is homework. Pupils are asked to reflect on the significance of style and genre at the end as a self-reflection exercise. Please note the preview shows only a section of the sheet. Best wishes, Englbee x

A fully-adaptable PowerPoint which explores ‘Before You Were Mine’ in preparation for the AQA Literature Examination The PowerPoint and accompanying teacher notes are aimed at high-level GCSE candidates aiming for grades 6-9 The resource contains the following: AQA Assessment objectives for the poetry anthology examination paper Warm-up activity A brief biography of Carol Ann Duffy A link to an audio of a reading of the poem A link to a copy of the poem (due to copyright; you can easily copy and paste into PowerPoint) A list of high-level terminology for this particular poem as required for higher grades A pyramid of questions which moves from knowledge to evaluation as a way of stretching students’ thinking A student sheet which can be printed off or projected onto the board to record ideas whilst working through questions A short plenary Followed by: Teacher notes -three slides containing ideas for understanding the poem and its methods at a high level which you should likely read before the lesson as preparation for discussion and teaching. How much you ‘teacher-lead’ using these notes, or how much you use them to aid independent learning is up to you. Notes are not definitive, but offer good-grounding in understanding Duffy’s use of method in the poem, with detail on structure and form as well as language in order to reach higher grades (e.g. time shifts, enjambment, use of tableau, verbs, symbolism etc.) NEW: THREE PAGE LESSON PLAN ON HOW TO USE EACH SLIDE INCLUDING KEY QUESTIONS, LEARNING AND OUTCOMES The lesson presumes that some previous learning has taken place on what language, form and structure mean, and that students have a good level of understanding of what questions they should ask of poems in order to explore them (e.g. when was it written? how might that influence language choices? is there a specific form? what relevance is the form? how is the poem’s narrative structured? Is there a clear structure? etc.) Kind regards, Englbee x

A high-level revision sheet (PDF) of Cecil Day-Lewis’ ‘Walking Away’ for students aiming for levels, 6-9 in the new GCSE Literature Paper 2 The revision sheet is laid out in sections with minimal graphics to allow effective revision of ideas and method. Ideas are written in a brief format rather than being too text/colour heavy to aid key learning and memory The method focus is rooted in structure and form as well as language choices in order to hit higher band criteria. Only a few choices for each as AQA stresses depth as opposed to breadth to achieve top grades. There are suggested links to ‘Follower’ and evaluative questions to consider in a potential essay conclusion. The sheet is not definitive, and students should have a much deep knowledge of the poem from class studies; however, it will help as an aid for themes and methods regarding the second, unprinted poem in the examination in which they will need to draw on their memory. Please note the preview shows only a small section of the revision sheet. Best wishes, Englbee x