A series of COMPREHENSION QUESTIONS based on the poem ‘Living Space’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘To Autumn’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on an Excerpt from ‘The Prelude’ (William Wordsworth): ‘And in the frosty season…’. Useful to check students’ understanding after annotating the poem in class. Includes the excerpt and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘As Imperceptibly as Grief’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Ozymandias’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Cozy Apologia’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘A Wife in London’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘The Manhunt’. Useful to check students’ understanding after annotating the poem in class. Includes relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

Another NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on the THEME of political oppression and includes Frederick Olmsted’s Observations for The New York Times based on Life on a Southern Plantation in 1854 and a 21st CENTURY News Article written for The Guardian based on Hakim Bello’s experience as a refugee fleeing Libya. Section B focuses on the same THEME and students are expected to write both a Letter and a Magazine Article accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

14 various EXTRACTS which cover a range of scenes across the entire novella (Staves 1-5). Includes COMPREHENSION QUESTIONS for each one based on VOCABULARY, LANGUAGE TECHNIQUES, CHARACTERS, SETTING, ACTION, THEMES and overall ANALYSIS of each scene. A great REVISION AID in preparation for any GCSE English Literature Examination.

Section A focuses on the THEME of ‘THE EXPLOITATION OF CHILDREN’ and includes an ONLINE ARTICLE written by a Children’s Charity called ‘ChildHope’ which highlights their quest to tackle child labour in India and an AUTOBIOGRAPHICAL EXTRACT by Charles Shaw from his book ‘When I was a Child’, published in 1897, which recounts his time as a child at a union workhouse called ‘Wolstanton & Burslem’ in Chell. Section B focuses on the same THEME and students are expected to write both an Informal Letter and a Guide accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

Another easy-to-follow, fantastic Powerpoint Presentation based on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 10 class in preparation for the GCSE Eduqas English Language Syllabus (Component 2, Section B: Writing Non-Fiction Texts) combined with their study of the play ‘Blood Brothers’ by Willy Russell (Component 2, Section B: Post-1940 Drama). Includes an EXAMPLE of a DIARY ENTRY written by Mickey (after he discovers Linda and Edward’s affair) for students to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Includes thoughtful TASKS and RESOURCES and possible HOMEWORK activities offering a choice of DIARY-WRITING TASKS based on other characters’ thoughts and feelings in the play. Students finally create their own IMAGINATIVE diary writing using the FEATURES and TECHNIQUES they have learnt so far.

A selection of 6 useful resources to help students to create an INFORMAL LETTER and a LEAFLET based on the theme ‘A Call to Action’ with particular focus on animal cruelty and care. The LETTER focuses on a letter to a friend describing how students have just rescued an abandoned puppy in their area and the LEAFLET is based on giving ADVICE to people who are thinking of owning a pet. Includes an RSPCA online ARTICLE and a LEAFLET based on dogs who have been mistreated, a LEAFLET ANALYSIS worksheet, a MODEL EXAMPLE of an INFORMAL LETTER and a LEAFLET TEMPLATE, recommended STRUCTURES, PLANS, LAYOUT, DESIGN and relevant PRESENTATIONAL FEATURES, useful CONNECTIVES/PHRASES, what to include in a leaflet, and final WRITING ASSESSMENT FEEDBACK SHEETS. Suitable for all KS3 students and can be adapted to suit all abilities.

A complete PowerPoint SOW consisting of 240 SLIDES which includes ACTIVITIES and RESOURCES based on the play ‘BLOOD BROTHERS’ by WILLY RUSSELL in preparation for the GCSE EDUQAS LITERATURE PAPER COMPONENT 2, SECTION A, POST 1914 PROSE/DRAMA. Includes relevant ASSESSMENT OBJECTIVES, SAMPLE QUESTIONS, BACKGROUND/CONTEXTUAL detail, THE ROLE of THE PROLOGUE/NARRATOR, KEY THEMES, SUPERSTITIONS, SYMBOLS, FORESHADOWING, MOTIFS, MAIN CHARACTERS, STEREOTYPES, DIALECTS/ACCENTS, STAGE SETTINGS, SCENE-BY-SCENE QUESTIONS/ACTIVITIES and VARIOUS SPAG ACTIVITIES. Can be adapted to suit other GCSE Examination boards. A MUST-HAVE!!

A selection of useful resources to help students to create a FORMAL LETTER to their Head Teacher based on the theme ‘A Call to Action’ and identifying ways in which CHANGES can be made in their school. Includes the main features of FORMAL LETTER WRITING, an EXAMPLE of a typical formal letter, examples of various changes which could be made, a recommended STRUCTURE/PLAN, useful CONNECTIVES/PHRASES and a final WRITING ASSESSMENT FEEDBACK SHEET. Suitable for all KS3 students and can be adapted to suit all abilities.

Detailed resources and a SOW based on a NEWS ARTICLE about a mother who desperately tries to save her baby from drowning. Particular focus on the theme ‘A Call to Action’ and the question ‘How does the writer create a sense of danger in the news article?’ Includes the actual NEWS ARTICLE together with COMPREHENSION QUESTIONS, various activities identifying LANGUAGE TECHNIQUES, using NEW VOCABULARY, a MODEL PEELE paragraph, DIFFERENTIATED resources and a final PEER ASSESSMENT ACTIVITY in which student set each other TARGETS to improve. Suitable for all KS3 students and can be adapted to suit all abilities.

Another NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on the THEME of ‘Famine’ and includes a 19th CENTURY NEWS REPORT based on The Irish Famine in 1847 and a 21st CENTURY SPEECH based on famine and world hunger delivered to the Humanitarian Studies Conference, 27 August 2018. Section B focuses on the same THEMES and students are expected to write both an Informal Letter and a Guide accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

A selection of SOPHISTICATED VOCABULARY which includes INTERESTING NOUNS, ADJECTIVES, VERBS and ADVERBS to aid students’ CREATIVE WRITING SKILLS. Ideal resources which could be LAMINATED and DISTRIBUTED around the classroom as LITERACY WORD MATS to enable students to produce more successful RESPONSES in any CREATIVE WRITING TASK. Includes a TASK for students to REWRITE an extract using the NEW VOCABULARY. Suitable for both KS3 and KS4.

An Eduqas iGCSE English Language, Component 1 Practice Examination Paper. Section A based on an extract from the autobiography ‘Touching the Void’ by famous climbers, Joe Simpson and Simon Yates. Focus on typical examination questions based on the requirements of this component (A01, A02, A04, A05 and A06) in accordance with the expected Eduqas examination criteria.