The resource preview is presented as a series of samples of permutations of how this self-reflective tool can be used. Full resource on purchase has the mastersheet within it. The ‘Head, Heart …’ tool has been uniquely developed by me as part of my educational practice over the last ten years as a creative consultant and outstanding classroom educator and training deliverer. A generic tool to use during or after any learning sequence for junior students right through the secondary years and any CPD that you deliver or mentoring that you do. It aims to help you and your students understand what they are learning, how they are feeling about their learning, what they would like to change about the learning and what they think will help them in their next or future learning experiences. Based on the whole learner experience, not just who they are in their heads today, the tool helps the teacher get a deeper understanding of who their learners are, how they are responding to learning and the teaching and how they are shaping their learning futures. Enables teachers or trainers to open discussions on emotional well-being, cognition and learning to learn as well as build resilience and manage expectations. Simple for students to engage with and quick to administer either as mini-plenaries or as end of lesson or end of learning sequence plenaries. Potential for building vocabulary to name and separate thinking from feelings and emotions and learn to assert and voice their experience to build increasingly positive experiences in the future. Ways to use the ‘Head, Heart …’ Self-Reflective Tool: • As a basis for ‘voxpops’ • Self-reflective tool • Quick tests of the ‘temperature’ of your teaching for your self-refection • Student voice • Building future learning/career aspirations • Advocacy for the skills used in English and English Literature • Plenaries and mini plenaries • Imagining the experiences of others (empathy work and understanding characters Who and what the tool is suited to: • Suits teachers and learners at KS2, KS3, KS4 and KS5 • Suits evaluation of CPD delivery • Suits anyone in a mentoring role

A high grade exemplar for ‘The Darkness Out There’ and ‘Chemistry’ that not only supplies content for students but shows a possible style for high grade answers. There are activities to lift Grades 5 and 6 into the uber grades of 7, 8 and 9. Two hour’s worth of teaching and learning included here.

Take the fear out of short creative prose for the Eduqas/WJEC English Language Creative Prose Paper 1 Section B with this 550 word exemplar short story with full story arc for use as *what a good one looks like * and to adapt and borrow from to inspire similarly structured and controlled work from your students.

Celebrate International Children’s Book Day 2nd April or teach students the history of children’s books in an engaging way then create a playful leaflet inspired by a villain. Best suited to Years 4-8. Draw on prior knowledge, have a giggle, re-frame existing knowledge, add knowledge to the understanding of this literary canon and create a very modern publicity leaflet in which a children’s book villain attempts to change the public’s perception of them. 28 PPT slides with lovely graphics, challenge, differentiation, support, numeracy and wit to amuse them! Would last at least two hour lessons to complete with the leaflet task.

A full fiction reading exam practice paper with Eduqas style English Language Paper 1 Section A questions. Extract from ‘To the Lighthouse’. Fully line referenced. Follows question pattern: list five impressions how does the writer (craft language) …? how does the writer (mood and atmosphere) …? build argument/evaluate Indicative content included to support marking.

High grading essay response comparing ‘Tissue’ as main poem and ‘Poppies’ as a comparison poem. Tips on how it was planned and easy tips to elevate essays. Examiner experienced teacher and writer created. Offers potential for new interpretations of a complex text and also revision potential.

Five ideas to help poetry writing to celebrate poetry on your school’s Poetry Day, Poetry Week or to supplement a unit of work on poetry. Suited to KS2 students. I have also used this early KS3 for lower ability learners as a celebration of poetry. Also works well for transition days. Why not make a five poem anthology? Ideas include: soundscapes blackout poetry haiku question and answer poems scaffolded poems Students encounter three poems from Robert Louis Stevenson, Shakespeare and Walter De La Mare and use them as springboards into their own creativity. I also include here two FREE resources for advocating any school Poetry Day - a quiz on a dozen famous characters in children’s poetry and the chance to write a nonsense poem.

One third of the Gothic Homework Take Away Menu is provided here. Injects a wider range of modalities into the understanding of Gothic Literature. Could be used within lessons in its sample form as a way of opening discussions of student understanding of what they've read. Full resource here: THANK YOU FOR SAMPLING THE KS3 GOTHIC HOMEWORK MENU FULL SET OF 21 MAIN TASKS, BUILDING TO AROUND 50 TASKS WITH CHALLENGE TASKS AVAILABLE AT https://www.tes.com/teaching-resource/generic-take-away-homework-for-gothic-units-of-work-at-ks3-11828714