To make effective use of this scheme I suggest you have a copy of the most recent RSC version of As You Like It (It is quite marvelous…) else a lot of the images I use will make little sense. There are five “lessons” that each last around the two hour mark. Each of the assessments is available, so the whole package is a self-contained unit of work. We had a lot of fun with this unit, and I inter-spaced the learning with periods where the class would act out elements of the play. You don’t necessarily need a copy of the play to teach this unit either.

I designed this spreadsheet to track a bunch of the elements I needed to keep an eye on within the Head of Year role. Remember, hide the columns you don’t need and write comments to keep a fuller track of details. A watered-down version of each area is available to see on the top sheet. Also, you can add/modify the menus The areas are as follows: CONTACT TRACKER: Designed to keep track of meetings and phone calls from class room teacher all the way up to governors. TARGET TRACKER: Similar to contact tracker but it allows for you to track a set of targets. I’d log the target in a comment and then enter a new target should I need to do so. OUTSIDE AGENCIES TRACKER: The original reason I set the spreadsheet up. Allows for you to see who has interactions with an agency (e.g. Early Help) and track your contact with them. BULLYING/INCIDENT TRACKER: Accounts for identification of incident, investigation and follow up. You can then log the action. TOILET/TIME OUT PASS TRACKER: Allows for you to monitor when a pass was set up and keep a check of how frequent it is used. You’ll need to copy some of the sections to expand. Not a spreadsheet for the faint hearted, but you’ll only ever need THIS spreadsheet.

Old IGCSE English specification resources. Someone, somewhere, might find a way to use these...somehow.

A series of lessons that can easily be expanded out to around 12-13 lessons that do the following: Establish an understanding of the plot over 4 lessons Gets the students to act out the plot via story whooshes (you will need a summary of the play to do this - I use a copy of the play with summaries of each page and get the kids to read certain key parts of the dialogue out loud) Explore language and structure as methods Build on the ability to analyse extracts Develop a contextual understanding Rather pleased with these to be honest. Hopefully you guys will feel the same too. PS - I've chucked in a load more stuff too. Extract Analysis 3 was a lesson where I received "GOOD" for my observation. There is also a Creative Writing Lesson that may prove useful too.

A thematic exploration of Violence within Othello - focusing specifically on Act 4. Also, the power point starts with a little revision of characters and quotations from across the play. I found this a fun lesson.

A variation on a selection of lessons that I sell elsewhere. Here, the center piece is a 26 page printable workbook that runs in tandem with the power-point lessons - ideal for a Summer Term 2 unit of work where you are reluctant to give the students a new work book, and working on paper is problematic. The text is Anil (from the old Sunlight on the Grass Anthology) and there is about 12 lessons worth of material here.

A series of lessons and resources designed for a top set year 8 class. The extracts are a mixture of fiction and non-fiction. The focus was to take a group of year 8 students who are used to using the PEE structure and get them to write a concept focused response. I’ve included the model responses we built as a class, as well as the model response the students were provided.

My year 11s were STILL struggling with how to frame a method, so I came up with this stand alone lesson. The idea is that, having reviewed the slide where the methods are explicitly identified, the students will see that a method and a quotation are not the same thing. This was a successful lesson. UPDATE: I repeated this process with a bottom set year 10 class where I was even more specific. This was also a successful lesson, so I’ve included it.

Using a format that proved successful in the KS4 arena, I’ve adapted the thinking to apply to an AQA English Language P1 Q2/P2 Q3 style task that would fit for a higher ability top set KS3 class. The approach is to initially read the extract then to specifically identify concepts that relate to a language focused task, followed be explicitly identifying language based methods and incorporating into a response.

A lesson I put together to assist with the teaching of The Tollund Man. Pay attention to the notes element of the power point. I source a lot of information from a lot of different places here. Also, the essay questions at the end tee up nicely into a lesson focusing on comparison.

Does exactly what it says. This spreadsheet will create one random comparative question for and will generate a new one every time you double-click a cell and press enter. A word of caution in that you cannot retrieve the old question. But, this is very useful for revision and or cover lessons. I’ve left room for you to add in your own question stems and you can manipulate the poetry lists too. I’ve left some instructions on the relevant tab. Hope you find this useful.

This is my attempt to engage and develop my Year 12s academic voices in their Paris Anthology related essay responses. The main issue my class had seemed to focus upon when and where to start. What I do is show them how they can place a particular emphasis on one of several potential areas of focus initially. I show them how they could use Mode, Audience, Purpose, each of Grice’s Maxims and each of the different levels of language as a starting point for an analytical response. The attached word document appears to be an “essay”.It isn’t. It’s the collected starting points placed in one document so that the students can focus more on the “how you do it” instead of trying to copy down the best bits. It worked reasonably well and is suited for a class with similar needs. Hope you find this useful.

I used a similar approach with the Paris Anthology section and my class found it to be very useful. The issue they were having focused on incorporating enough AO1 terminology appropriately. This lesson is designed to talk them through an approach to an essay question, starting with the poetic voice, moving on to selecting relevant areas and then placing each level of language as a different starting point before exploring ideas across the language levels. It seemed to work… Hope others find this useful as a starting point.

A simple starter task getting students to compare cars across history and focusing on the recently redeveloped S-Type Jaguar.

MASSIVE success with this scheme. Trouble is, what I can’t get on here is the music files I downloaded and threaded into the lessons. If you want to do this, use a site like keepvid.com to download some sinister music - I used the little girls song from ‘The Ring’ and a series of songs from the original QUAKE video game soundtrack (one is literally just a whisper getting louder and louder). I played these sounds over the top of the creative writing assessment and got a decent response (true, one or two of the kids MAY have nightmares…). Best of luck!

I've taught this to top set year 8 and year 9 - had more success with the year 9s to be honest, but I think this would work with year 8s further in to the year. This was a series of lessons taught over the enormous 8 week half term. Hope the resources are useful to you!