This is a 40-slide PowerPoint presentation which would be great as a starting point with a class about to embark on a study of Hamlet OR as a revision-aid once they have studied the play. It includes questions and discussion points as well as a review quiz at the end. The PowerPoint is constructed as follows: Firstly, it provides an overview of the play, discussing Hamlet’s quest to avenge his father’s murder while grappling with indecision, madness, and moral dilemmas. The historical context is explored, highlighting the political instability and religious conflict in early 17th century England, which is reflected in the play’s portrayal of a corrupt and troubled court. The theme of revenge is examined through Hamlet’s procrastination and the contrasting decisiveness of characters like Laertes and Fortinbras. Madness is discussed as a reflection of political instability and corruption, with debates on whether Hamlet is truly mad. The theme of corruption and decay is analyzed through political corruption, physical decay imagery, and moral corruption. The theme of appearance vs. reality is explored through deception, manipulation, and the play-within-a-play device. The theme of action and inaction is examined through Hamlet’s hesitation, moral qualms, and philosophical musings. The presentation also includes discussion points and analysis, potential examination questions, and a revision quiz. It concludes with reflections on the enduring relevance of “Hamlet” and its exploration of human nature, complex characters, and themes of power, politics, and deception.

A 14-slide introduction to the play, “Waiting for Godot” which includes an examination of the main themes and characters as well as discussion points or questions at the end. This presentation includes Speaker’s Notes This presentation is suitable for A Level students of the play. The presentation explores the human condition through themes of boredom, isolation, and despair, providing insight into the struggles of human existence. The play also delves into existentialist and absurdist themes, examining the meaninglessness of life, the struggle between free will and determinism, and the nature of the human experience. Key themes discussed include: Boredom: The characters experience a lack of stimulation and purpose, leading to restlessness and dissatisfaction. Isolation: Both physical and emotional isolation are explored, contributing to feelings of loneliness and despair. Despair: The play reflects the struggles and challenges of the human condition, often leading to hopelessness. The presentation also highlights the theme of waiting and hope, examining the role of waiting in the play and the moments of hope that emerge despite the overall sense of hopelessness5. The characters’ anticipation of Godot’s arrival and their prolonged waiting lead to introspection and self-discovery. In conclusion, “Waiting for Godot” is a powerful meditation on the human condition, existentialism, absurdism, and the interplay of waiting and hope but it is not always an easy play to study. This presentation will make any teacher’s task easier in studying this complex work.

This is a 5-page guide, written by an experienced Examiner, to the character of Ophelia. It also includes suggested practice essay questions and an outline plan of how to answer the first of those questions. The Handout is structured as follows: Here’s a summary of the document: Ophelia’s Innocence and Purity: Ophelia is introduced as a symbol of innocence and purity, shaped by her relationships with her father Polonius, brother Laertes, and Hamlet, highlighting her naivety and vulnerability. Obedience and Societal Expectations: Ophelia’s obedience to her father and brother reflects the societal expectations placed upon women during the Elizabethan era, emphasizing her lack of agency. Polonius’ Control: Polonius uses Ophelia as a pawn in his schemes to gain favour with King Claudius, which affects her autonomy and contributes to her emotional turmoil.

This is a 28 slide PowerPoint presentation which gives an excellent introduction to any class about to embark on a study of “An Inspector Calls” by J. B. Priestley. It includes questions and discussion points at the end and can also be used as an aide for revision. A summary of the contents of the presentation is below: Play’s Themes: The play explores themes of social responsibility, class, gender roles, and justice. Character Roles: Main characters represent different facets of society and moral questions. Social Critique: The play critiques social structures and the failure to take responsibility for others. Relevance Today: The themes remain relevant today, prompting important conversations about societal issues. Moral Responsibility: The play emphasizes the importance of moral responsibility and the impact of individual actions. Used with many groups of students, this has proved an invaluable resource for anyone studying or teaching the play.

This is an 8-page student handout with an example of an approach to an examination question, and written by an Examiner with 30-years experience. This is an invaluable resource and could be used either at the commencement of study of the play OR as the start of a revision programme for the novel. The Handout offers strategies and insights for answering exam questions on J.B. Priestley’s play “An Inspector Calls,” covering key themes, characters, and question types. Introduction to “An Inspector Calls”: J.B. Priestley’s play is a staple in English literature curriculums, known for its rich themes, complex characters, and social commentary. Key Themes: The play explores themes such as social responsibility, class and social status, generational conflict, and hypocrisy. Main Characters: Main characters include Arthur Birling, Sybil Birling, Sheila Birling, Eric Birling, Inspector Goole, and Eva Smith, each representing different societal attitudes. Types of Exam Questions: Exam questions may include character analysis, theme exploration, contextual analysis, quotation analysis, and comparative analysis, each requiring specific strategies. Effective Exam Techniques: To excel, students should plan their answers, use quotations, focus on analysis, stay relevant, and practice past papers. Example Exam Question: An example question from the AQA GCSE English Literature Paper 2 (2023) asks about the different ways older and younger characters respond to the Inspector, illustrating generational differences.

This student Handout or Worksheet is 10-pages long and would take about 90 minutes of teaching. There are questions and activities and discussion points, depending on the direction the teacher wants the lesson to take. This is a summary of the Handout: Act 1, Scene 3 of Shakespeare’s Macbeth is a pivotal moment that introduces key themes, advances the plot, and provides insights into Macbeth and Banquo’s characters. The Witches’ Prophecies: The witches predict that Macbeth will become Thane of Cawdor and eventually King of Scotland, sparking his ambition and setting the stage for his moral decline. Ambiguity and Doubt: The ambiguous nature of the witches’ prophecies causes Macbeth to be intrigued and troubled, while Banquo remains skeptical, highlighting their contrasting reactions. Macbeth’s Ambition: Macbeth’s reaction to the prophecies reveals his internal conflict between ambition and moral reservations, which foreshadows his eventual downfall. Banquo’s Skepticism: Banquo’s skepticism and rationality contrast with Macbeth’s ambition, serving as a voice of reason and highlighting the theme of moral integrity. Themes and Motifs: The scene introduces key themes such as the supernatural, ambition, fate versus free will, and the corrupting influence of power. Character Development: This scene is crucial for character development, particularly for Macbeth, whose transformation from a loyal soldier to an ambitious figure begins here. Plot Advancement: The witches’ prophecies propel the plot forward by awakening Macbeth’s ambition and introducing tension between Macbeth and Banquo. Foreshadowing: The scene is rich in foreshadowing, hinting at Macbeth’s rise to power, subsequent downfall, and the eventual betrayal and violence between Macbeth and Banquo.

This is a 5-page Handout which represents a “model answer” to the question: “How does Shakespeare treat death in ‘Romeo and Juliet?’” It is designed as a complete lesson and should last around 60-minutes in terms of delivery. The answer is structured as follows: William Shakespeare’s “Romeo and Juliet” intricately explores the theme of death, intertwining it with love, fate, conflict, and transformation. Foreshadowing and Premonitions: Shakespeare uses premonitions and dreams to foreshadow the impending deaths of Romeo and Juliet, heightening the sense of foreboding and dramatic irony. The Role of Fate and Destiny: Fate and destiny play significant roles, with the characters often attributing their misfortunes to fate, suggesting that their lives are governed by external forces beyond their control. It is an invaluable resource for any students and teachers of the play.

One lesson of around 60 minutes duration. Use as an Introduction to the play OR as a revision aid when the play has been studied. 6 pages. This Guide is designed for students and teachers of the play and has been written by an experienced Examiner. Used with many students across the years. Here’s a summary of the document: This study guide for AQA English Literature GCSE covers William Shakespeare’s “Romeo and Juliet,” providing an overview of the plot, characters, themes, and potential examination questions. Main Characters: The main characters include Romeo Montague, Juliet Capulet, Friar Laurence, Mercutio, Tybalt Capulet, the Nurse, Paris, Prince Escalus, Lord and Lady Capulet, and Lord and Lady Montague. Character Development Questions: Potential examination questions explore the development of characters such as Romeo, Juliet, and Friar Laurence, focusing on their growth, decisions, and impacts on the plot. Themes and Motifs: Key themes include fate versus free will, light and darkness, and conflict. Examination questions may ask students to analyze these themes and their significance. Context and Interpretation: Questions may address the social and historical context of Verona, gender and societal expectations, and the significance of the play’s ending. Literary Devices: Students might be asked to identify and analyze dramatic irony, foreshadowing, and poetic language used in the play. Conclusion of Study Guide: The guide emphasizes understanding the plot, characters, and themes for a deeper analysis and appreciation of “Romeo and Juliet”. *** Example Examination Question: An example question provided in the guide discusses the development of Romeo’s character, with a detailed plan on how to structure the answer.**

This is a 17-slide presentation which includes a video of the famous balcony scene from the RSC as well as question practice and a topic for debate. There are also pointers as to how to answer the debate question. This is an invaluable resource written by an experienced Examiner and used in classes many times. It is aimed at GCSE students but would be suitable for any scholars of the play! The presentation explores the love and tragedy in Shakespeare’s masterpiece, “Romeo and Juliet,” and provides guidance on answering common examination questions. It covers the characterization of key characters such as Romeo, Juliet, Tybalt, and Mercutio, highlighting their traits and roles in the play. The famous balcony scene is analyzed, focusing on themes, language, and character development. The presentation also offers tips on structuring answers for exam questions, emphasizing the importance of practice and preparation. Additionally, it delves into the major themes of the play, including love, fate, and the conflict between individual desire and societal expectations. Symbolism, such as stars, the moon, roses, and swords, is discussed to illustrate the play’s deeper meanings. Language techniques like metaphor, simile, and symbolism are explained with examples from the text. The presentation concludes with pointers for debate and comparison essays, encouraging critical analysis and a deeper understanding of the play.

A Worksheet consisting of 25 differentiated questions to help your students revise Shakespeare’s “Hamlet”. Divided into 5 sections, the Worksheet consists of questions that get harder as students work through them. The final section contains questions which are “essay-style” questions or they can be used as the basis of discussion or class debate. The Worksheet consists of 5 pages with spaces provided for the first 20 questions. Tried and tested with many classes across the years. A great resource for revising the play. Enjoy!

25 revision questions on Shakespeare’s Romeo and Juliet. The Handout incorporates questions which get harder as they go along and are divided into 5 sections: Basic comprehension; Intermediate questions; Advanced analysis; In-depth exploration and Critical thinking. Questions can be set so as students can work their way through the whole set or students can be asked to choose a certain number of questions from each section. Designed for use with GCSE students of Shakespeare’s great tragedy. Saving busy teachers a great deal of time.

A 6-page student analysis of the character of Estragon from Samuel Beckett’s play, “Waiting for Godot”. The Handout would be invaluable to A Level English students or anyone studying this fascinating play. At the end of the Handout there are discussion points/questions which can be used with your class, together with suggested pointers as to how to address them. The discussion highlights: Physical and Mental State: Estragon is depicted as physically uncomfortable and mentally distressed, symbolised by his struggles with his boots and his forgetfulness, reflecting human frailty and existential burdens. Relationship with Vladimir: The interdependent relationship between Estragon and Vladimir highlights the need for companionship and mutual support in the face of life’s uncertainties. Themes of Waiting and Time: Estragon’s character embodies the themes of waiting and the cyclical nature of time, mirroring the existential struggle for meaning in an indifferent universe. Existential Struggle: Estragon’s frequent expressions of doubt and hopelessness, along with moments of resilience and humor, underscore his existential crisis and the absurdity of life. Symbolism and Imagery: Estragon’s boots and his reactions to carrots serve as metaphors for his discomfort and fluctuating outlook on life, illustrating the interplay between the mundane and the existential. Role of Memory: Estragon’s fragmented memory and reliance on Vladimir to recall past events highlight the play’s exploration of the fluid and unreliable nature of human consciousness. Philosophical Underpinnings: Estragon’s character reflects existentialist and absurdist themes, illustrating the search for meaning in a seemingly meaningless world.

This is a 23-slide PowerPoint presentation, written by an experienced Examiner, to introduce students to a study of “Great Expectations”. It is designed to be taught in approximately 60 minutes. The PowerPoint includes Speakers’ Notes. The presentation provides an overview of Charles Dickens’ novel “Great Expectations,” including its historical context, plot summary, and key themes. It begins with an introduction to the Victorian era, highlighting the social and economic changes of the time, and the novel’s publication history. The plot summary follows the journey of Pip, an orphan who dreams of becoming a gentleman and falls in love with Estella, the adopted daughter of the wealthy Miss Havisham. The presentation explores Pip’s struggles with social class, love, and ambition. It also delves into the background and influence of Charles Dickens, emphasising his focus on social and economic issues such as poverty, class struggles, and child labour. The main characters are discussed in detail, including Pip, Estella, Joe Gargery, Magwitch, and Herbert Pocket. Each character’s role and significance in the novel are highlighted45678910. Key themes such as social class and ambition, love and rejection, and the impact of social class on society are explored. The presentation also includes discussion questions and debates on these themes. Finally, the presentation concludes with a review quiz and a summary of the themes explored in the novel, providing insight into the Victorian era and the social issues of the time.

An 8-page discussion of the character of Romeo from Shakespeare’s enduring tragedy, “Romeo and Juliet”. The discussion includes a discussion of Romeo’s intensity and his tendency to act on impulse as well as the tragic consequences of this impulsivity. The Handout also includes 5 questions and discussion points at the end as well as a brief outline of points to consider in asking and discussing these questions. Tried and tested with many classes over the years and recently updated. Suitable for use with either GCSE or AS/A Level classes. Why not take a look at the accompanying Handout on Juliet as part of this series of resources.

This is a 6-page MODEL ANSWER written by an Examiner with 30-years teaching experience. The question discussed in this Handout is: “Romeo is such a flawed character that he sows the seeds of his own downfall”. The Handout is structured as follows: Impulsiveness. Defiance of Societal Norms. Role in Tragic Structure. Belief in Fate. Exploration of Themes.

This is a 7-page MODEL ANSWER written by an experienced Examiner and tried and tested over the years with many classes. The Handout is structured as follows: Juliet’s relationship with her mother. Juliet’s relationship with her father, Lord Capulet. The Nurse: The Nurse acts as a surrogate mother to Juliet, sharing a close and affectionate bond with her. Romeo and the Montagues: Romeo’s relationship with his mother, Lady Montague, is less prominent but significant. The essay discusses the generational differences in values, expectations, and communication styles between parents and children. The older generation prioritizes social status and family honor, while the younger generation seeks personal fulfillment and autonomy. The Role of Fate and Parental Influence: The essay examines how the feud between the Capulets and Montagues and the rigid enforcement of social norms shape the fate of Romeo and Juliet. Conclusion: The essay concludes by emphasizing the conditional nature of parental love, the struggles of the younger generation to assert their autonomy, and the destructive potential of misunderstanding and rigid social norms.

This Handout looks in detail at the character of Arthur Birling from “An Inspector Calls”. It is 4-pages long (1246 words) and is written by an Examiner with 30-years experience of teaching the play. A summary of the Handout is provided below: Arthur Birling in J.B. Priestley’s “An Inspector Calls” exemplifies the capitalist ethos and social norms of early 20th century Britain, serving as a critique of socio-economic inequalities and moral blindness. Role and Authority: Arthur Birling is the head of the Birling family and a prosperous manufacturer in Brumley, whose dominance is evident through his authoritative tone and unchallenged opinions. Businessman Identity: Birling’s identity is deeply tied to his role as a businessman, emphasizing capitalism and individualism while dismissing social responsibility. Capitalist Symbol: Priestley uses Birling to symbolize capitalist ideology, critiquing social inequalities and moral shortcomings, highlighted by Birling’s naive predictions of peace and prosperity. Interactions with Characters: Birling’s interactions reveal his desire for control and reliance on social status, particularly evident in his attempts to intimidate Inspector Goole and his strained relationship with his son Eric. Lack of Development: Unlike other characters, Birling shows minimal development, remaining steadfast in his beliefs and quick to dismiss the evening’s events as an inconvenience.

This novel, new to the A-Level Specification, has few resources written about it and so this Guide will act as a great starting point for students and teachers of the book, This is a summary of the Handout: Here’s a summary of the document: “My Name is Leon” by Kit de Waal is a poignant novel set in the 1980s, focusing on themes of identity, family, and the foster care system through the eyes of a young boy. Identity and Belonging: Leon, a mixed-race boy, struggles with his identity and seeks a place where he feels accepted and loved, highlighting the importance of understanding one’s identity despite societal challenges. Family and Separation: Leon and his baby brother Jake are separated due to their mother’s inability to care for them, with Leon’s bond and determination to reunite with Jake driving much of the plot. The Foster Care System: The novel critiques the UK foster care system through Leon’s experiences, emphasizing the need for compassion, understanding, and stability for children in care. Resilience and Hope: Leon’s journey is marked by resilience and hope, as he strives to find his brother and create a sense of family, conveying a message of positive change. Look out for other resources on the novel.

This beginner’s guide to studying “Macbeth” provides an overview of the play, its characters, themes, and important quotes, along with study tips and additional resources. It is 6-pages long and would take around 45 minutes to go through with a class. The Handout is structured as follows: Introduction to Macbeth: “Macbeth” is one of William Shakespeare’s famous tragedies, exploring themes of ambition, power, guilt, and the supernatural. Written in the early 17th century, it remains a timeless play. Main Characters: The guide highlights main characters including Macbeth, Lady Macbeth, the witches, Banquo, King Duncan, Macduff, and Malcolm, explaining their roles and significance in the play. Key Themes: The guide explores major themes such as ambition, guilt, fate vs. free will, the supernatural, and power and corruption, illustrating how they are developed through the characters’ actions and events. Important Quotes: Several key quotes are provided to illustrate the play’s themes and character motivations, including famous lines like “Fair is foul, and foul is fair” and “Out, damned spot!”. Study Tips: The guide offers study tips such as reading the text aloud, using annotations, watching performances, discussing with others, analyzing characters, exploring themes, and writing essays. Additional Resources: Additional resources include books like “Shakespeare for Students” and “No Fear Shakespeare,” websites like Shakespeare Birthplace Trust and SparkNotes, and video resources like BBC’s “Shakespeare Unlocked” and National Theatre’s "Macbeth.

This is a 9-page (2484 words) student handout which analyses the characters of Estella and Pip from Dickens’ masterpiece “Great Expectations”. It would be useful for study at any point in the novel and would be particularly appropriate for revision. The document is structured as follows: Here’s a summary of the document: The analysis of Estella and Pip in Charles Dickens’ “Great Expectations” explores their complex characters, relationships, and the broader themes they represent. Estella’s Enigmatic Beauty: Estella is introduced as a beautiful yet aloof character, described through Pip’s eyes as having “delicately transparent” skin and “proud eyes”. Estella’s Duality: Estella is both a victim of Miss Havisham’s manipulation and an independent individual aware of her emotional shortcomings, creating a complex duality in her character. Growth and Redemption: Estella undergoes significant development, showing signs of remorse and a desire for redemption by the end of the novel, reflecting Dickens’ theme of personal growth. Pip’s Aspirations: Pip’s desire to become a gentleman is driven by his infatuation with Estella and his encounters with Miss Havisham, leading him to yearn for social status and wealth. Pip’s Moral Growth: Pip’s journey reflects his growing self-awareness and moral integrity, ultimately valuing loyalty and modesty over wealth and status by the novel’s end.