A bank of lessons and extracts that introduce Key Stage 3 to a variety of different 19th Century Literature texts. Designed with a top set year 8 class in mind. Draws heavily from the AQA material - look at this as either a time-saver or a starting point. ADDITION: These lessons are intentionally “light” in terms of their content - the main aim of this unit was to get the students to read the extracts and to ask questions about them. As a result, the lessons I’ve built contain gaps that allow me to react to the needs of the kids. If your intention is to purchase these lessons, please recognise that you will need to fill these gaps yourself. The lessons were only ever intended as a starting point.

I had a lot of fun with a bottom set, boy heavy year 9 group with this. They took to the story well and did OK with their reading assessment. Enjoy and let me know how it goes.

A stand alone lesson that assumes all participants have read and understood the text. I used it as a platform to show students what they needed to be revising. There is some focus on themes and a focus on an extract - both areas of which I use as a stimulus for class lead discussion. I finish with an exam based question - the focus is upon the characters that are manipulated, not the manipulator (just to keep them on their toes). Hope you find this useful.

A collection of lessons and extracts designed to teach this play to KS3 students. It'll need updating a little (I talk about Controlled Assessments), but it's a good starting point for someone looking for a way in to teach this play.

I pulled together a lot of thinking from a lot of different websites and have shaped it into these lessons. Not all of the content is mine.

I made this sheet after marking a load of mock exam papers and getting frustrated at the inability of some foundation students to compare effectively. Oh yes, this is meant to be printed on A3 paper too! I have had success with foundation groups in terms of getting them to structure their responses.

These lessons are to be ran in tandem with watching the 1963 versions of the film (not the modern version - the pilot is still alive!). You can insert these two lessons at any point in the SoW.

The first lesson of a SoW I have recently created to teach Lord of the Flies to Year 7. This is the first part; I refer you to the 'Following this Scheme' guide for instructions as to what to do next. Please leave feedback if you find this Scheme useful or have any suggestions to make. Look for the remaining stages on here too...

The third and final stage of my Lord of the Flies SoW. I am still adding in alternative lessons to this so expect some changes. The writing assessment focuses on a letter-in-a-bottle activity. As you can see, there is heavy emphasis on punctuation. Feedback welcome. The handwriting lesson is based upon a workbook i found on TES - I take no credit for it!

Using the PEE format I've made user friendly sheets specifically relating to Spoken Language to help students plan and structure their responses. These are useful if the students are familiar with the terminology first.

A simple spreadsheet that allows you to keep track of your online lessons. My school uses classcharts as its medium in setting online learning - but you can easily change the headings of the columns to reflect whatever software you use.

A thoroughly enjoyable unit of work. Built around a work booklet and designed for that awkward half-term at the end of the year where you don’t want to give out new exercise books. The workbook contains a copy of The Norwood Builder, comprehension questions and vocabulary list, as well as a variety of activities that focus (primarily) upon creative writing skills with some language and structure based tasks. The lessons are designed to be used with the workbook. NOTE: I may upload a slightly different workbook in the future, but I will leave the original on here.

A spreadsheet designed to track the academic progress of up to 30 A-Level drama students (you can do more, but you’d have to UNHIDE every hidden columns in order to make sure that the new cells work). I have included the 2018 and 2019 grade boundaries (as published by AQA), and left both the room and the capacity for the spreadsheet to be updated with 2020 and 2021 grade boundaries. The spreadsheet will tell you how many marks each student needs to achieve their target grade for each component of the course. The “Machine” calculates this on a section by section basis for each of the components. Additionally, there is room for up to 10 attempts for each of these components. The spreadsheet will then show you the BEST, AVERAGE and LAST marks each student achieved. Hopefully, this will make it easier for drama teachers to keep track of where their students are. NOTE: I’ve designed this with the best intentions, but if there is a “bug” or an improvement that you feel would be beneficial after purchase, then leave a note in the comments section and I will attend to it quick sharpish.

A collection of resources designed to support the teaching of Macbeth at GCSE level. The lessons assume that the class will be “acting” out the play, using the summary as a stimulus for the acting out element. I interspersed this acting with numerous directions to read the text aloud; overall, the students enjoyed this combination of normal language and Shakespearean. It has always been my way to establish an initial understanding of a Shakespearean text before trying to wade through the language. Hopefully, this will prove a useful starting point.

A set of resources designed to engage year 11s with English Language Paper 2 Section A. I shaped the lessons around the articles written surrounding the time of Jack the Ripper, and around an article published following the Zodiac Killer sending a letter to the San Fransisco Chronicle. The class were fascinated by these articles - I had students independently going away and reading pre-19th century newspapers off their own backs! This will need to be taught delicately though - the content is graphic in nature, so be sure that your class has the necessary level of maturity to access this material without being distracted.

As part of my quest to engage students with the 15 Power and Conflict poems, I’ve come up with these Battle Cards. Essentially, the idea is to promote AO1 and AO2 related discussions that get the students to recall what they know about the poems they have been taught without having the actual poem in front of them. The students “score” each of the poem against a number of POWER and CONFLICT related areas. This is recorded on an A5 sized BATTLE CARD where they can draw supporting images(good for recall) and identify methods, key quotations and themes. The idea is for students to battle one another and use the cards as the stimulus point for the discussion. Whoever is best able to justify the score they have given for their card wins the round. I’ve included a blank card along with 15 poem specific cards (each of these has a supporting back ground image, but is the same as the blank card in all other respects).

A simple power-point designed to be used either AFTER a class has sat the AQA English Language Paper 2 Specimen Paper 2, or as part of a walking-mock style lesson where the students mark their work immediately afterwards. It’s cheap because I’ve essentially deposited the contents of the mark criteria on to the power point in such a way that the students can use it it to peer or self-assess. The resource JUST contains the power point.

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 deconstruction of the English Language Paper 1 examination that uses Brighton Rock as a source. I’ve lifted the model material from the mark schemes and there’s FAR related targets included. Essentially, this is a lesson that can be taught either AFTER the students have sat the exam and you want them to peer/self assess, or you could change it so that that they answer a question and then mark their efforts. The Section B element is a bit of an experiment - peer marking creative writing is always a challenge. So I’ve given the students a series of yes/not/some related questions. The idea is that they “tick” the level next to the answer on a copy of the AO5 and AO6 mark schemes. Using that, they should be better able to work out where the creative writing fits. My peer marked creative writing has got much more accurate as a result of this.