<p>A fully-resourced poetry SOW appropriate for Year 8 / 9 with good links to the KS4 Power and Conflict anthology.</p> <p>Six poets are included:</p> <ul> <li>Rupi Kaur</li> <li>Benjamin Zephaniah</li> <li>John Agard</li> <li>Dorothea Smartt</li> <li>Saddiq Dzukogi</li> <li>Imtiaz Dharker</li> </ul> <p>An accessible and emotive anthology of poems used to stimulate debate, discussion and empathy on related transactional writing topics.</p> <p>Lessons focus on approaching and exploring different aspects of the poems, and then using the themes introduced in the poem to explore wider societal topics as a basis of a series of transactional letter writing activities.</p> <p>Writing foci include writing to persuade, considering specific audiences, effective structure, using sophisticated vocabulary.</p> <p>The poems explore womanhood, integration, prejudice, definitions of nationhood, homelessness, bereavement, religion and spirituality.</p> <p>All poems are included in an anthology document and a skeleton SOW is included to be adapted to your departmental pro-forma, or added to as you teach within your specific context.</p> <p>Full powerpoints included, writing tasks, structured planning lessons, further reading recommendations and some suggested homework tasks. The SOW covers 21 lessons.</p> <p>This is Part A of a two-half term SOW. Part B focuses on using a further set of poems as a stimuli for transactional writing.</p>

<p>A fully-resourced poetry SOW appropriate for Year 8 / 9 with good links to the KS4 Power and Conflict anthology.</p> <p>Five poets are included:</p> <ul> <li>Rabindranath Tagore</li> <li>Usha Kishore</li> <li>Debjani Chatterjee</li> <li>Grace Nichols</li> <li>Sujata Bhatt</li> </ul> <p>A great way to introduce the contribution of global majority (British) poets and communities have contributed to the shaping of poetry and British society.</p> <p>Lessons focus on approaching and exploring different aspects of the poems, and each poetry lesson is accompanied by a lesson focusing on the autobiographical, cultural, social or historical context of the poet / poem.</p> <p>The poems follow a sense of chronology from the early 20th century, WW1, Windrush, post-war migration and modern British identity into the latter part of the 20th century and early 21st century.</p> <p>All poems are included in an anthology document and a skeleton SOW is included to be adapted to your departmental pro-forma, or added to as you teach within your specific context.</p> <p>Full powerpoints included, essay questions, structured planning lessons, further reading recommendations and some suggested homework tasks. The SOW covers 18 lessons.</p> <p>This is Part A of a two-half term SOW. Part B focuses on using a further set of poems as a stimuli for transactional writing.</p>

<p>A skills builder booklet appropriate for KS3 students using a short extract from Zora Neale Thurston’s ‘Their Eyes Were Watching God’ to explore analytical skills (comprehension, language analysis, characterisation, structure).</p> <p>A great extract for exploring use of the vernacular (American South), and empowered female characters.</p>

<p>An AQA-style Paper 1 Section A skills booklet exploring an extract from Zadie Smith’s ‘Swing Time’.</p> <p>Four developed activities to support with Q1-4 skills culminating in a practice paper (Section A). Perfect for using on the visualiser, for independent study / homework / revision, or for a straightforward and enjoyable series of 3-4 lessons.</p> <p>Extract explores mother-daughter relationships so makes a great compliment to ‘Romeo and Juliet’.</p>

<p>A set of 16 lesson slides focusing on six short, accessible Romantic poems as an introductory poetry unit suitable for Year 7-8.</p> <p>The SOW includes:</p> <ul> <li>16 lessons, with structured powerpoints for all lessons</li> <li>Resources for all lessons included in the powerpoints</li> <li>A suggestion at the start of each powerpoint about how to deliver the lesson and adapt it up / down depending on the ability of your class</li> <li>Lessons on context</li> <li>A gradual building up to students analysing poems and writing analytical response independently</li> <li>A focus on key ideas in the poems, poetic techniques, the Romantic context and comparison</li> <li>A booklet including all of the poems</li> <li>Included in the poetry booklet: simple homework tasks suggestions</li> <li>A final assessment task</li> </ul> <p>The SOW does not include a separate planning document with an overview of all lessons.</p> <p>Learning objectives are framed as questions for almost all lessons, and a variety of tasks are included to support adaptive teaching and inclusion of all students.</p> <p>Poems include:</p> <ul> <li>A Birthday - Rossetti</li> <li>Hope is a Thing With Feathers - Dickinson</li> <li>Lucy - Wordsworth</li> <li>Sonnet 43 - Browning</li> <li>Pleasure in the Pathless Wood - Byron</li> <li>The Moon… - Dickinson</li> <li>Daffodils - Wordsworth (included for optional independent study / stretch but no lesson included)</li> <li>A Poison Tree - Blake (included for optional independent study / stretch but no lesson included)</li> </ul> <p>The poems are suitably simple as to enable access and enjoyment on a surface level, but also complex enough to challenge the interpretive thinking of more able students, particularly when making the connection to the Romantic context.</p>

<p>Five AQA-style English Language Paper 1 Section A practice paper using extracts that include castles. Extracts include:</p> <p><em>Dracula</em> by Bram Stoker<br /> <em>I Captured the Castle</em> by Dodie Smith<br /> <em>The Mysteries of Udulpho</em> by Ann Radcliffe<br /> <em>The Horse and His Boy</em> by CS Lewis<br /> <em>I’m the King of the Castle</em> by Susan Hill</p> <p>Appropriate for a good range of ability levels and interests with the older texts providing more challenge.</p> <p>Can be used in class under the visualiser, as exam practice, for homework or revision, or practice assessments for Year 10 or Year 11.</p>

<p>Five AQA-style Language P1Q5 guided writing tasks. Task sheets include:</p> <ul> <li> <p>An interesting and culturally enriching image - normally a section of a celebrated piece of art</p> </li> <li> <p>A series of creative and exploratory questions to support idea generation, structure, sensory descriptions and planning</p> </li> </ul> <p>Perfect as a one-resource double lesson (planning / exploration, and then writing), as a homework, revision or cover lesson task.</p>

<p>Six activity worksheets to stretch and challenge students to approach a reading of Macbeth from a feminist perspective.</p> <p>Perfect for more able students who have a good understanding of the text and want to go beyond a straightforward reading and get their teeth into something a little more interesting.</p> <p>These worksheets don’t provide students with an in depth explanation of feminist literary theory or even the standard contextual information about women in Jacobean England / 11th century Scotland, but guide students to focus on extracts, characters and stagecraft that focus on the female characters and their experiences, and therefore provide more interesting interpretations of the text.</p> <p>How to use these worksheets</p> <ul> <li>As independent study activities, homework or revision tasks once students have a confident knowledge of the text.</li> <li>As prompts for group / whole class discussions supported by the teacher.</li> <li>As prompts for text / extract annotation.</li> <li>To prepare for the essay questions included.</li> <li>As a planning prompt to transform into more structured lesson resources (e.g. powerpoints) for teacher delivery.</li> </ul>

<p>A <em>fun</em> French translation booklet with six extracts to translate from French to be used as starters / homework tasks appropriate for GCSE / AS Level students.</p> <p>Extracts are taken from authentic French children’s books, encyclopedias, magazines and <em>bandes dessinés</em> with engaging visuals to put a little bit of fun, and ‘real life’ French into your students’ lives.</p> <p>Translations and accepted translations given at the back of the booklet for self-checking or teacher marking.</p>

<p>Enough Language Paper 2 Practice papers to resource a whole term - maybe two!</p> <p>This bundle includes practice papers and skills booklets aligned with AQA Language Paper 2:</p> <ul> <li> <p>Military Wives Section A and B stepped booklet (texts from Mrs Duberly (19th C) and a Guardian film review)</p> </li> <li> <p>Acts of Heroism Practice Paper Section A and B (texts about Alice Ayres (19th C) and Rosamund Halsey Carr)</p> </li> <li> <p>Amy Johnson Section A skills booklet</p> </li> <li> <p>Native American Trails Practice Paper Section A (texts from Lewis and Clarke (19th C) and the Guardian)</p> </li> <li> <p>Leaving the Royal Family Practice Paper Section A (texts from Prince Harry and Prince Edward VIII (early 20th C))</p> </li> <li> <p>Protests Section B research and writing task booklet</p> </li> </ul> <p>Can be used to resource Language schemes of work, as practice / revision assessment papers, homework booklets or independent study / cover work.</p> <p>Provides a variety of texts with thematic links to different Literature set texs (e.g. Military Wives / war poetry, Leaving the Royal Family / Macbeth) and a diverse range of female voices, particularly tricky-to-find historical female voices.</p>

<p>In this unit students will be developing the key concepts and processes through learning about how Conan Doyle’s original ‘Sherlock Holmes’ stories have been adapted for a variety of moving image, including the 2009 film version starring Robert Downey Jr. and the 1984 television version with Jeremy Brett. Students will develop their understanding of features of the detective genre and detective hero, and their understanding of the author’s craft by analysing the writing of an author from the literary heritage.</p> <p>Students will be required to complete a descriptive, ‘what happened next’ writing task, which will assess their written skills in three areas:</p> <ul> <li>Writing imaginative and thoughtful texts</li> <li>Using paragraphs</li> <li>Using interesting vocabulary</li> </ul> <p>The unit will also implicitly develop their understanding of relating texts to their social, cultural and historical traditions.</p> <p>The unit aligns itself with GCSE English Language units in Creative Writing and English Literature, 19th century texts.</p> <p>All resources included:</p> <ul> <li>Skeleton SOW - easily adapted for your school pro formas</li> <li>Skeleton lesson plans - easily adapted for your department’s pro formas</li> <li>Basic powerpoints</li> <li>Extracts</li> <li>Video clips</li> <li>Relevant images</li> <li>Selected Sherlock Holmes short stories (pdf)</li> <li>Homework sheet</li> <li>Creative writing assessment and planning sheet</li> <li>Worksheets</li> </ul>

<p>Scheme of work and resources for the teaching of ‘Skellig’ to Year 7. Writing and reading assessment and planning questions included - descriptive passage, “The Day You Met Your Hero” and analytical literary response on the use of religion in the text. A focus throughout on grammar and spelling rules.</p> <p>The full download includes:</p> <ul> <li>Skeleton lesson plans - easily adapted to your department pro forma</li> <li>Powerpoint slides</li> <li>Accompanying lesson resources</li> <li>Spelling lists (at the start of powerpoints)</li> </ul>

<p>Aims of Unit:<br /> Pupils will understand how the different devices used in effective speeches help speakers to achieve their intended purpose.</p> <p>Students will explore a range of different historical and current figures and topics including war, non-violent protest, human rights, colonisation and oppression, emancipation of women, terrorism and free speech. They will consider aspects of equality, empathy and explore and express different emotions in their performances. Pupils will be working in partners and groups throughout lessons and learn to debate and disagree respectfully.</p> <p>Extracts of speeches from historical and literary characters:<br /> • Queen Elizabeth I<br /> • Gandhi<br /> • Earl Spencer<br /> • Barack Obama<br /> • Harvey Milk<br /> • Henry V<br /> • Sam Gamgee<br /> • Desdemona<br /> • King George V<br /> • Ted Kramer<br /> • Sojourner Truth</p> <p>The unit includes:</p> <ul> <li>A skeleton medium term plan - easily adaptable to your school pro forma</li> <li>A skeleton scheme of work with lesson by lesson plans - easily adaptable to your department pro forma</li> <li>All extracts</li> <li>Model written outcomes</li> <li>Content grid of everything included in the SOW</li> <li>Assessment suggestions</li> <li>Multiple choice questions for each week</li> <li>Relevant worksheets and planning sheets</li> </ul>

<p>A KS3 Greek Myths SOW designed for majority EAL students, so has a significant grammar focus. It takes students through word classes up to developing different sentence forms for descriptive and narrative writing. It also includes specific foci on writing structure, characterisation and descriptive techniques, culminating in a narrative writing assessment.</p> <p>The SOW is engaging and integrates grammar with literature in an exciting way. It includes drama, group work, research projects, kinaesthetic activities and extended writing suitable for KS3 students.</p> <p>This SOW includes:<br /> - x 14 lessons, including an assessment and review<br /> - Worksheets with clear instructions for group work lessons<br /> - Resources and activities<br /> - Written lesson plans for each lesson<br /> - A diagnostic grammar test</p> <p>This SOW does <strong>not</strong> include:<br /> - Extracts of Greek myths</p> <p>Page numbers and extracts referred to in the SOW are from Geraldine McCaughrean’s ‘Greek Myths’ (New Windmill version, 1997)</p> <p>Please note: the assessment and review use the old KS3 AF grid.</p>

<p>12 Cambridge IGCSE-style essay questions for ‘I’m the King of the Castle’, both whole text and extract based.</p>

<p>Full essay title: Reread from ‘JIM: (looks at her a moment)’ to ‘he’ll come back’ – pp.69-70. How does Miller make this such a dramatic and revealing moment in the play?</p> <p>A high level, teacher-written essay and essay plan focusing on Larry as a dramatic device. Has been used successfully with middle and higher ability students for:</p> <ul> <li>Reading, collecting and discussing interpretations</li> <li>Modeling high level essay writing</li> <li>Transforming the essay into a character profile/ themes grid</li> <li>Debate and developing multiple interpretations</li> <li>General plot and content revision</li> <li>An introduction to reading essays as literary criticism in preparation for KS4</li> </ul>

<p>A high level, teacher-written essay and essay plan focusing on Larry as a dramatic device. Has been used successfully with middle and higher ability students for:</p> <ul> <li>Reading, collecting and discussing interpretations</li> <li>Modeling high level essay writing</li> <li>Transforming the essay into a character profile/ themes grid</li> <li>Debate and developing multiple interpretations</li> <li>General plot and content revision</li> <li>An introduction to reading essays as literary criticism in preparation for KS4</li> </ul>

<p>Visual-rich slides exploring the symbolic meaning of the interior and exterior settings of ‘I’m the King of the Castle’ and their significance to Kingshaw and Hooper:</p> <ul> <li>Hangwood</li> <li>Leydell Castle</li> <li>the shed</li> <li>the tractor field</li> </ul> <p>Includes key quotations and space for annotations, and additional discussion notes.</p>

<p>A series of essay-writing tips for GCSE revision focusing on <em>Macbeth</em> . Useful as a revision guide for higher ability students, or as a CPD resource for teachers to improve teaching and learning around essay writing. Covers:</p> <ul> <li>Planning</li> <li>Language analysis</li> <li>Exam timings</li> <li>High level essay phrasing</li> <li>Thesis statements</li> <li>Example questions and plans for essay-writing practice</li> <li>Model essay paragraphs focusing on structural analysis</li> <li>Model introductions</li> <li>Selecting points for an argument</li> <li>Dramatic devices</li> </ul>

An 'A Christmas Carol' work booklet to accompany teacher or student trips to the Charles Dickens Museum in Bloomsbury, London.<br /> <br /> The booklet includes:<br /> - A suggested route around the museum<br /> - Reflection questions about how the different rooms in the museum evoke passages, themes, context and the message of 'A Christmas Carol'<br /> - Space for notes

<p>High band unseen poetry response to Kevin Halligan’s ‘The Coackroach’. Includes a version of the essay with prompt questions to deconstruct and annotate the key skills demonstrated. Great as an independent resource for high level students, or a visualiser / whole class resource for other groups.</p>