I'm currently the head of English and raising standards leader at a secondary school in Birmingham. I'm passionate about my subject and passionate about ensuring that the young people we serve leave education with a high competency in English.
Prior to teaching I worked in the radio industry as a presenter for 7 years and so when I became a teacher I enjoyed the opportunity to teach Media studies.
You'll find hundreds of English and Media studies resources.
I'm currently the head of English and raising standards leader at a secondary school in Birmingham. I'm passionate about my subject and passionate about ensuring that the young people we serve leave education with a high competency in English.
Prior to teaching I worked in the radio industry as a presenter for 7 years and so when I became a teacher I enjoyed the opportunity to teach Media studies.
You'll find hundreds of English and Media studies resources.
A series of lessons following the I do, we do, you do structure that guides students through how to write an academic response to the GCSE exam question on ‘An Inspector Calls.’
Students are guided through:
how to tackle the question
how to plan their response
how to write an effective introduction
how to structure an academic essay
Three exam questions included for students to work on.
A series of lessons following the I do, we do, you do structure that guides students through how to write an academic response to the GCSE exam question on Power and conflict poetry.
Students are guided through:
how to tackle the question
how to plan their response
how to write an effective introduction
how to structure an academic essay
Three exam questions included for students to work on.
A complete walking talking mock for AQA English language paper 1 and paper 2.
Includes a student booklet containing model answers, exam tips and opportunity for students to practice annotation and structuring answers to the questions.
This resource uses the June 18 AQA English language inserts.
A power point is included to guide students through the mock.
A booklet of lessons to support the teaching of act 1 of Macbeth.
Each lesson has a big and small question, provides key terms to support scene exploration and contains a knowledge retention quiz that also tests student knowledge of Power and conflict poetry and A Christmas Carol.
A range of activities are included to support students with modelled responses.
This presentation was used as part of teaching staff CPD that introduced direct instruction.
The presentation guides staff through:
what direct instruction is
the pitfalls of inquiry based learning
examples of how direct instruction may look
benefits of direct instruction
Engelmann’s direct instruction
3 lessons designed to revise with students how to write an academic essay including introduction.
The first lesson models to students
The second lesson is a ‘we do’ lesson where, with teacher support, students structure an answer to a new Macbeth question.
The third lesson is designed to be an assessment where students answer a third Macbeth question independently.
Three Macbeth sample assessments included
A student booklet and teacher power point that takes students through how to answer and revise for the unseen poetry AQA literature question.
Model answers included and guidance on how to plan and then structure an academic introduction and essay.
Opportunities for students to write their own answers with and without scaffolds.
The resource uses two different exam questions.
A student booklet and teacher power point that takes students through how to answer and revise for the ‘An Inspector Calls’ AQA literature question.
Model answers included and guidance on how to plan and then structure an academic introduction and essay.
Guidance is differentiated for character questions and theme questions.
Opportunities for students to write their own answers with and without scaffolds.
The resource uses two different exam questions.
A presentation used for staff CPD around strategies for increasing the ratio. Active engagement versus thinking. The presentation is rooted in educational research from Doug Lemov and Tom Sherrington.
The presentation:
sets out expectations of all students in our classrooms
explains the ratio spectrum with examples of actions that would place students in varying positions on the ratio graph
emphasises the importance of ‘no opt out’ with strategies for ensuring this
explores the concept of active observation and how it an be used to increase the ratio
explores how the ratio can be increased through writing, questioning and discussion simultaneously - in detail
considers the difference between formative and summative writing
incorporates a section where the CPD leader models a process for increasing the ratio through writing, questioning and discussion using the teachers as students - participants consider the question “What makes a good lesson?”
A CPD presentation that introduces the strategies of:
presenting new information in small steps
modelling
scaffolding
This presentation is aimed at re-introducing teachers to these important elements of Rosenshine’s principles of instruction and includes some examples of how this may look in the classroom.
With very few sample assessment materials provided by the exam boards I have created my own.
They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too.
The student responses can then be marked using the relevant mark scheme for literature.
The extract in this assessment is taken from chapter 9.
As many schools move in the direction of a knowledge based curriculum there has become a need in developing a more challenging and complex curriculum that builds effectively to ensure students grasp the key concepts in a given subject.
This resource has been used in staff training and covers the following areas:
Determining what it means to study each subject and why it is an important subject to study
Ascertaining what is meant by a key concept
Exploration of why students should be given the most important knowledge
Determining the key concepts and sub concepts that make up a subject
Mapping key concepts across a LTP
Justifying and articulating how students encounter each concept/sub concept and how the complexity increases as they journey through the curriculum
Exploration of the curriculum as the progression model
All content is based on educational research and researchers have been referenced.
Rather than differentiation, many schools are thinking more in terms of scaffolding in the current climate.
The attached documents include:
a ppt used for CPD
a guidance document containing a range of strategies that can be used to scaffold work for children.
This resource begins by getting students to explore the poem as an unseen poem.
It then guides them through how to answer a language analysis question.
With very few sample assessment materials provided by the exam boards I have created my own.
They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too.
The student responses can then be marked using the relevant mark scheme for literature.
The extract in this assessment is taken from The Carew Murder Case.
With very few sample assessment materials provided by the exam boards I have created my own.
They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too.
The student responses can then be marked using the relevant mark scheme for literature.
The extract in this assessment is taken from chapter 6.
A teaching and learning handbook that outlines the following areas:
Contents
Knowledge Rich Curriculum
Planning a great lesson
The non-negotiables
Feedback and assessment
Horsforth
Extended Learning
CPD
Princilpes of instruction
Quality assurance
Teacher files
Teaching and Learning group
A document created to conduct more beneficial book scrutinies with a focus on curriculum and what students know and can do.
Students meet with a member of staff and have their exercise book with them.
The document outlines what is to be looked for from the books and what the students should be able to articulate.
The document also includes a set of questions that could be asked of students during the scrutiny/pupil voice.
A document of questions that can be used when interviewing the head of a department around curriculum intent and implementation in line with the new Ofsted framework.
This knowledge book has been created so that students work through it in lessons rather than using an exercise book for all activities. Exercise books are then just used for extended writing.
All key knowledge for Macbeth has been pre-determined and this booklet provides that knowledge alongside purposeful activities and tasks for each scene of the play. When complete - students then have a perfect revision guide to use as part of their exam preparation.
Included in this knowledge book:
32+ lessons covering every scene
a ‘do now’ knowledge retention activity in every lesson
a powerpoint with all knowledge quiz answers
a big and small question to guide learning and discussion
key knowledge including key terminology
embedded contextual links as part of ‘extended reading’
an appendix containing scaffolded activities
activities that also help students to work on the skills required for the language papers
opportunity for students to develop narrative and transactional writing
opportunity to develop language paper 1 and 2 skills
Also useful for students to use as a revision booklet ahead of GCSE examinations.