Quick seven lesson unit which covers the key ideas of Paper 2 English Language. Factual based material on P T Barnum popularized by Hugh Jackman in ‘The Greatest Showman’. The source material needs to consider the following aspects and each of the seven hour long lessons consider what needs to be answered and how to answer questions one to four. The sources are taken from a biography and newspaper article. Summarise what the text is about? Think about who has written it? What do we learn? Why have they written it? What would I tell someone else about it? Barnum’s show and choices are presented differently in the sources. How is it presented and how do you know? How do you refer to Source B only from lines 1 to 12. How does the writer use language to describe ‘Tom Thumb’ and Barnum’s reaction to him? How do you compare how the writers convey their different attitudes to Barnum’s circus and acts? There are also some literacy resources and tasks included in the unit of work for punctuation and structuring texts.

Basic year 7 activity where students need to to name various rooms in the home. The activity is an aide memoir and quiz with an accompanying handout. The lesson can be used an introduction for a speaking and listening activity where student A says the phrase “Dans mon appart’…” or " Chez moi, il y a…" and student B has to translate the phrase and the correct room in English. This activity has taken a complete lesson when delivered.

‘A Lamb to the Slaughter’ is a short story from Roald Dahl’s collected short stories ‘The Tales of the Unexpected’. Within this unit of work students are required to analyse writer’s techniques but also consider the experiences of the antagonist Mary Maloney as she slowly comes to terms with the homocide of her unfaithful detective spouse. Students are expected to draw inference from the plot. Make predictions Produce an informal letter using writing conventions Consider the context of the story Debate the morality of the death penalty Complete a written assessment writing a speech for either the defence or for the prosecution. This unit of work is accompanied with a Unit of plan - homework tasks- writing assessment materials and paper resources for planning.

Complete Section of the AQA GCSE History unit on Elizabeth. These lessons cover British Depth Study Elizabethan England. There are eighteen lessons with resources for each lesson and a student overview in a bundle for £5.99.

This unit of work covers many of the poems which are in the A Level English Language and Literature AQA syllabus for Subject Content for 3.1.3. AQA Poetic Voices. The unit focuses upon how to analyse poetry with specific emphasis for the collection of poems from Carol Ann Duffy’s ‘Mean Time’. Poems for analysis in this unit are: Mean Time Small Female Skull Litany The Captain… Beachcomber Stafford Afternoons Before You Were Mine Included is a comparison lesson which demonstrates with an exemplar the poems ‘Stafford Afternoons’ and ‘Beachcomber’. There is also a lesson which scaffolds potential responses to the exam question which uses ‘Mean Time’ as the focus of student answer.

Unit of work for Key Stage three English lasting over 15 lessons. Earlier lessons in the SOL get pupils to consider the differences of genre conventions of legends, myths and fairy tales and explore these differences by considering content. The unit also intends to promote creative and imaginative writing through character development and plot. Reading skills are also promoted through the Greek myths and world legends included in the unit. Later lessons require pupils create their own mythological character and comment on mythological plots and conventions of mythological content which incorporates cultural capital. Final assessment is based upon producing extended writing tasks which provides the opportunity for pupils to demonstrate literacy skills of using noun phrases, plot devices and SPG skills which will have been developed over the previous lessons in the unit.

A four lesson scheme of learning which covers the questions in Section A of the AQA English Language Paper 2 - Writer’s viewpoints and perspectives. The resource focuses upon: “How” – focus on the methods that the writer has used. “Language” – specifically to words, phrases, language features, structural techniques. “Terminology”- how to identify it; how to comment upon its effect. Making comparisons and contrasts between texts Model answers and tips for paragraph organisation. All texts are included for question responses.

‘Walk through’ of questions 1- 4 of Daphene Du Maurier’s classic novel for English Paper1 There are three lessons- each of one hour in length. The text is included from a specimen paper from AQA GCSE English Language. Each question is carefully explained and the resources are meant for both a ‘walk through’ and consideration of typical candidate responses. Students have an opportunity to attempt the questions also and mark scheme has been included along with terminology card sorts.

Unit of work for 4.2 Language diversity and change Full unit of 60 slides and 22 resources over eleven lessons which include activities, essays, theorists and language investigations into the core concepts of sociolect, idiolect and ethnolect. All of the resources address the study of diversity. A range of examples of language in use and research data to inform their study of diversity and change: • texts using different sociolects (to include social and occupational groups, gender and ethnicity) • texts using different dialects (to include regional, national and international varieties of English) • texts that use language to represent different groups • how language varies because of personal, social, geographical and temporal contexts • why language varies and changes, developing critical knowledge and understanding of different views and explanations • attitudes to language variation and change • the use of language according to audience, purpose, genre and mode • The exploration of language diversity includes: • methods of language analysis • how identity is constructed through language • how audiences are addressed and positioned

A complete unit which contains resources for the tragedy unit for AQA English Literature. Included in bundle is an introduction upon the motives and influences on the romantic movement of which Keats was a part. Contextualising the events and art of the movement will help to embed further understanding of the body of poems included for analysis. The bundle contains a booklet which will help in constructing an essay on the tragedy of Keats’s poetry. A Belle Dame sans Merci, Lamia, Isabella or the Pot of Basil, and The Eve of St Agnes are all contained. There is a close analysis of the ‘Lamia’ which is narrated through multi-media powerpoint.

AQA English Language AS/A Level resources which introduce the terminology and aspects of spoken spontaneous language features. The resources included are: Differences between spoken language features and scripted dialogues Examples of spontaneous speech transcripts Discourse Structure: Conversation Lexical and Syntactic Features of Spoken Discourse Independent Learning Framework for analysing talk PPt presentation

Unit of work which covers an aspect of the variation of language aspect of the A Level - Regional Dialect and variations. This 11 lesson unit contains the following: IPA and phonetics Developing Phonetic analysis Introducing language diversity- social attitudes towards language Key theorists, attitudes towards regional English The origins of dialects Revise and consolidate learning Examine the methodology of research by linguists Emerging variations of English How to structure and write a discursive essay To examine grammatical variations in regional English To examine theories concerning dialect levelling

Language and the individual- Entire unit of work of resources which introduces the idea of variation existing within English. Fundamental ideas of sociolinguistics are included. ‘Internal’ and ‘external’ language. Class. Age. Gender. There are over 50 resources and 20 lessons covering: • methods of language analysis • how identity is constructed • how audiences are addressed and positioned • the functions of the texts • the structure and organisation of the texts • how representations are produced. The unit of work includes: Methods of language analysis In order to study textual variations and representations, students will be required to identify and describe salient features of language in the texts. Within the unit of work the following lessons are included. • phonetics, phonology and prosodics: how speech sounds and effects are articulated and analysed • graphology: the visual aspects of textual design and appearance • lexis and semantics: the vocabulary of English, including social and historical variation • grammar, including morphology: the structural patterns and shapes of English at sentence, clause, phrase and word level • pragmatics: the contextual aspects of language use • discourse: extended stretches of communication occurring in different genres, modes and contexts.

Revision material for 2015 English Language AQA GCSE Paper 2. Three powerpoints cover 6 hour long lessons in this unit to revise and walkthrough a past English Language paper from 2015. The work is intended to support understanding of assessment criteria methodshow to answer the questions on Paper 2, explanation of how to answer each of the questions, progress check list in relation to self-assessment.

This unit of eight lessons provides for the study in depth of a period of German history during which a newly developed democratic form of government gave way to a dictatorial Nazi regime. It explores political concepts such as ‘right’ and ‘left’, nationalism and liberalism as well as ideological concepts such as racialism, anti-Semitism and Social Darwinism. It also encourages reflection on how governments work and the problems of democratic states as well as consideration of what creates and sustains a dictatorship. The German Revolution - The Establishment and early years of Weimar, 1918–1924 The impact of war and the political crises of October to November 1918; the context for the establishment of the Weimar Constitution; terms, strengths and weaknesses The New Weimar Constitution- Political instability and extremism; risings on the left and right, including the Kapp Putsch; the political impact of the invasion of the Ruhr; the Munich Putsch; problems of coalition government and the state of the Republic by 1924 Why people in Germany supported the NSDAP between 1929-1932- Economic developments: Stresemann; the Dawes Plan; industry, agriculture and the extent of recovery; the reparations issue and the Young Plan Long Term Causes of the Munich Putsch - Was the Munich Putsch a success or failure? Had the Nazi’s Achieved Anything by 1928? - Social developments: social welfare reforms; the development of Weimar culture; art, architecture, music, theatre, literature and film; living standards and lifestyles The Wall Street Crash – Effects on Germany - The economic, social and political impact of the Depression: elections; governments and policies What was the most important cause of Hitler’s rise to power? Political developments: the Reichstag Fire; parties and elections; the Enabling Act and the end of democracy; the state of Germany by March 1933. The appeal of Nazism and Communism; the tactics and fortunes of the extremist parties, including the role of propaganda How Did Hitler Eventually Become Chancellor? Hindenburg, Papen, Schleicher and the ‘backstairs intrigue’ leading to Hitler’s appointment as chancellor

Unit explores ways writers: • present people, their points of view and their relationships with others • shape the narrative structure and present events/time/places • reveal the speech and thought processes of the characters and narrator(s) • use situations of conflict to express ideas about societies and their values. The resources help to develop the skills to adapt and shape the original material (the base text) to respond to different re-creative tasks. These skills include awareness of: • the nature of monologue and dialogue • how changing point of view, genre, context, purpose, audience or mode can re-shape meanings • how undeveloped aspects of the narrative and characterisation might be developed further • the importance of specific moments in time or descriptions of place. • Re-creative work seeks to find absent or underplayed perspectives in the base text – for example, the voice of a marginal character, or how an event might have been reported to a different audience – and create a new text in order to enrich the critical reading of the original. Critical commentary ‘Writing about Society’, -how to write a critical commentary to evaluate their writing. Language choices and analysis of intentions when reshaping the writer’s original material is developed in this unit of work. The resources help to develop the skills to explain the what, the how and the why of the construction of the new text, focusing on the critical decisions made to achieve it and the adaptation of the base text. The aim is to demonstrate conceptual understanding of the choices made and the effects created, as well as demonstrating an understanding of the original text. This unit includes an exploration of why the original writers made the choices in order to present characters, scenes and events and how these had to be adapted for a new text.

This unit is intended to be a transition scheme for Year 7 students. The main focus is writing and the four week unit focuses on refreshing, reiterating and consolidating the skills that students left primary school with at the end of KS2 (as well as building up new skills). By the end of the unit you will know what writing level your students are working at and how this relates to their KS2 SAT grades. The unit is designed to help with target setting. There is also the opportunity to do an informal speaking and listening assessment that will serve as an opportunity for students to get to know each other. The writing assessment can be given a level. There are some lessons that focus on reading skills; these lessons serve as an introduction to inference and deduction. Lesson 1 Students are to work in small groups/ on their tables to discuss/ mind map the personal qualities of heroes and villains. Lesson 2 Students should then spend some time annotating and unpicking the textual evidence Lesson 3 Students could use the cut up clauses resource to experiment with different openers. Lesson 4 What is a storyboard? Why can it be useful? Explain how a comic book can be likened to a storyboard. Lesson 5 Introduce denotation and connotation. Lesson 6 Peer assessment sheet where they identify what went well and what could make the costume/ presentation even better. Lesson 7 Students are then to work their way through a range of simple sentences, improving them by adding challenging adverbs and adjectives. Lesson 8 Pupils are to write a synopsis, describing in lots of detail what their up and coming blockbuster entails. Lesson 9 What was the effect of adding the connectives? Were they easy or difficult to use? Lesson 10 This lesson they will be writing a formal letter to their hero. Lesson 11 Students will be looking at the representation of:-War heroes-Politicians-Drug scandals-Sporting heroes/ sporting villains Lesson 12 Find out as much information as possible about the life and times of King Arthur.

An introduction to how language is used to create meanings and representations in texts. This is an introductory lesson which has content relating to representation, language and variation. Text production and audience reception is also considered within the text.

Unit of work with revision resources and advertising campaigns which analyses the use of language for key audiences. This unit is part of the Language Variation aspects of the A Level English Language Unit. Unit covers the following for grade improvement. How do specific lexical features help to develop meanings and representations in texts? Baseline Assessment - language and advertising How can I improve the quality of my work to access the higher grades? Lexis and Semantics- Language change.

Two lessons which cover the following areas for Lexis and Semantics for revision- To explore lexical change and reasons behind it. To explore semantic change in English. Reasons for semantic change. Identifying Semantic Change. Testing knowledge of new lexis. Attitudes to lexical change. Theories on language and standardisation Differentiated lessons for HA/LA learners Essay response drawn from sources which support prescriptive approaches upon the uses of language. Once students are familiar with the core concepts of language, semantics and language change they can attempt to answer an exam question Included is a glossary of terms and also.

How to explore connections across texts, informed by linguistic concepts and methods (AO3 focus) - Revision - key knowledge and skills for Unit 1 Questions 1 and 2 November 2021 Scaffolded response which explains to A Level how to - Compare and contrast Text A and Text B, showing ways in which they are similar and different in their language use. Assessment criteria and comparison map is included to help guide student responses. Comparison frames for sources are also included to help students transfer their skills in linguistic analysis with key texts. Three lessons in total with emphasis in using texts which may appeal to boys who are struggling with the core concepts of language analysis.