A simple but effective and ready to go worksheet to promote a group activity exploring who is responsible for the death of Eva Smith. After splitting your class into 5 groups, ask students to create their argument for their character by finding further quotations to support their point and adding them to the structured grid. Students can then share their ideas in a carousel style.

A series of 4 lessons based on Grieg’s ‘In the hall of the mountain king’, Stravinsky’s Firebord suite and Adams’ Short ride in a fast machine. These pieces are used as a stimulus to perform sections of classical music and create compositions in the western classical genre. All resources are differentiated. PowerPoints are also provided with differentiated tasks and push your thinking ideas.

A series of 2 lessons which use the elements from Handel’s Zadok the Priest (fanfare, chords, binary and ternary form) as a stimulus for a composition task (original music also provided). All instrumental parts and composition tasks are differentiated and Sibelius files are also provided. PowerPoints for the lessons are available with differentiated and push your thinking tasks.

A series of 2 lessons which use the elements from Mozart’s Horn Concerto (concerto, sonata form, 6/8 time signature) to as a stimulus for a composition task (original music also provided). All instrumental parts and composition tasks are differentiated and Sibelius files are also provided. PowerPoints for the lessons are available with differentiated and push your thinking tasks.

A series of 3 lessons which use the motif from Beethoven’s 5th Symphony to as a stimulus for a rhythmic and ensemble performance. All instrumental parts are differentiated and Sibelius files are also provided. PowerPoints for the 3 lessons are available with differentiated and push your thinking tasks.

Differentiated literacy worksheets to support the teaching of Samson and Delilah. Includes: Copy of the story Bronze, Silver, Gold storyboard activity Differentiated inference carousel questions about Delilah, Samson, Israelites and Philistines

Up to 7 lessons worth of material to encourage practical musicianship. Differentiated resources for different instruments in order to create an ensemble performance of Don’t Stop Believing. There are at least 3 tasks for each instrument and the music is also annotated with note names or without. There is also a Sibelius 6 file which can be adapted to suit other instrumentation. The wow word sheet has 3 levels of differentiation and introduces students to musical language by describing the musical features of the song - this works well as a starter and provides a suitable worksheet for students to revise from for an end of unit listening test.

Lesson on Act 5 Scene 1 which prepares students for answering a question about how Lady Macbeth is presented in this scene. Includes general questions on the extract, a table (with answers) to explore the impact of language features and a writing frame for turning the table into an extended analysis. There is also a high level model response that I show to students after they have attempted the question to help them respond to feedback. There is also an extension activity encouraging students to write a psychological evaluation of Lady Macbeth. I have also added comprehension questions to help analyse the scene in great detail. Other popular Macbeth resources include: https://www.tes.com/teaching-resource/macbeth-revise-20-extracts-11868136 Revision cards https://www.tes.com/teaching-resource/macbeth-theme-revision-cards-ambition-supernatural-guilt-violence-deceit-courage-11868831 Grade 9 model ansers https://www.tes.com/teaching-resource/macbeth-6-grade-7-9-model-responses-12187985 Knowledge organisers https://www.tes.com/teaching-resource/macbeth-character-revision-sheet-quotations-themes-context-aqa-9-1-11868119 https://www.tes.com/teaching-resource/how-is-lady-macbeth-presented-in-act-5-scene-1-worksheets-and-a-model-response-11422450

Macbeth: 3 soliloquies. A differentiated activity with modern translation (A01, A02, A03)

Macbeth Act 5: 3 differentiated AQA 1-9 style questions

Macbeth: 3 AQA 1-9 style exams based on 3 extracts from Act 2

4 step by step guides to introduce blues composition to students using Sibelius. All hint sheets have 3 levels of differentiation for each task and also include push your thinking tasks for musicians.

A fully differentiated and potentially outstanding lesson offering various levels of differentiation. It invites students to explore 5 ways Scrooge is presented in Stave 1: outsider, uncharitable, miser, isolated and lacking festive spirit. Starter: Students annotate the 2 model paragraphs about Scrooge using the differentiated bronze, silver, gold criteria that links to the A01, A02, A03 mark scheme. Main: Students work in 5 groups. They each complete their paragraph based on their individual question. After this students carousel to share the answers. Plenary: Students understand the AQA mark scheme and grade their work against the English Literature criteria. Lesson 2: Recap 28 key quotations from Stave 1.

A differentiated activity to get students to engage with the grade 8/9 assessment criteria for the new AQA 1-9 English Literature Paper 2 GCSE. Modern texts. Bronze level: students look for the meanings of difficult vocabulary. Silver level: students convert the criteria into student speak. Gold level: students write advice for how to meet the criteria for A01, 2 and 3.

An Inspector Calls: differentiated vocabulary activity for AQA 1-9 3 worksheets for 3 levels of differentiation: tough, tougher and toughest.

Differentiated A3 worksheet analysing the stage directions to ‘An Inspector Calls’. Ideal to use at the start of the scheme of work. Includes an answer sheet. Low ability: Green/Blue group: A01. Retrieve information about the characters. Mid ability: Yellow group: A02. Comment on the effect of language High ability: Red/Green group: A03. Relate points to context and Priestly’s purpose.

Ideal for lower ability students or students responding to an AQA exam question on A Christmas Carol for the first time, this writing frame guides students through the process of responding to a question about Scrooge’s lack of humanity. The sentence stems invite students to respond to outside of the extract as well as inside the extract and include opportunities to make links to context.

Just a bank of ambitious vocabulary for creative writing.