Animal Farm and the Russian Revolution - the ParallelsQuick View
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Animal Farm and the Russian Revolution - the Parallels

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<p>George Orwells’ Animal Farm is a key text in AQA GCSE English Literature. Students struggle to understand the relevance of the book if they dont have a clear understanding of the Russian Revolution of 1917. This resource helps students understand the parallels between the book and the Revolution - how the characters in the book represent key political figures of the time and events in the book depict real life events during the revolution.</p>
GCSE English Lit - Romeo & Juliet 2023-06Quick View
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GCSE English Lit - Romeo & Juliet 2023-06

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<p>This resource provides a model answer to the 2023 exam question:</p> <p>Read the following extract from Act 3 Scene 2 of Romeo and Juliet and then answer the question that follows.<br /> At this point in the play, Juliet reacts to the news that Romeo has killed her cousin Tybalt and so has been banished from Verona.</p> <p>Starting with this speech, explore how Shakespeare presents Juliet’s feelings towards Romeo in Romeo and Juliet.<br /> Write about:<br /> • how Shakespeare presents Juliet’s feelings towards Romeo in this speech<br /> • how Shakespeare presents Juliet’s feelings towards Romeo in the play as a whole.<br /> [30 marks]</p> <p>JULIET Shall I speak ill of him that is my husband?<br /> Ah, poor my lord, what tongue shall smooth thy name,<br /> When I, thy three-hours wife, have mangled it?<br /> But wherefore, villain, didst thou kill my cousin?<br /> That villain cousin would have killed my husband.<br /> Back, foolish tears, back to your native spring,<br /> Your tributary drops belong to woe,<br /> Which you mistaking offer up to joy.<br /> My husband lives that Tybalt would have slain,<br /> And Tybalt’s dead that would have slain my husband:<br /> All this is comfort, wherefore weep I then?<br /> Some word there was, worser than Tybalt’s death,<br /> That murdered me; I would forget it fain,<br /> But O, it presses to my memory,<br /> Like damnèd guilty deeds to sinners’ minds:<br /> ‘Tybalt is dead, and Romeo banishèd.’<br /> That ‘banishèd’, that one word ‘banishèd’,<br /> Hath slain ten thousand Tybalts. Tybalt’s death<br /> Was woe enough if it had ended there;<br /> Or if sour woe delights in fellowship,<br /> And needly will be ranked with other griefs,<br /> Why followed not, when she said ‘Tybalt’s dead’,<br /> ‘Thy father’ or ‘thy mother’, nay, or both,<br /> Which modern lamentation might have moved?<br /> But with a rear-ward following Tybalt’s death,<br /> ‘Romeo is banishèd’: to speak that word,<br /> Is father, mother, Tybalt, Romeo, Juliet,<br /> All slain, all dead. ‘Romeo is banishèd!’<br /> There is no end, no limit, measure, bound,<br /> In that word’s death, no words can that woe sound.</p>
Me, my family and friends Dictation 01Quick View
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Me, my family and friends Dictation 01

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<p>25% of the GCSE Spanish assessment involves Spanish listening skills. Dictation involves a teacher reading aloud a passage in a foreign language, with students writing down what they hear. This resource has 5 sentences which the student will need to write down in Spanish.</p>
GCSE Spanish Listening Skills; Me, my family and friends 02Quick View
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GCSE Spanish Listening Skills; Me, my family and friends 02

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<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>
Topic 3 Free time activities, Dictation 01Quick View
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Topic 3 Free time activities, Dictation 01

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<p>25% of the GCSE in Spanish is the ability to listen and understand spoken Spanish. Dictation involves listening to a passage in a foreign language, with students writing down what they hear.</p> <p>This resource provides 5 short sentences for students to listen to and then write down in Spanish what they have heard.</p>
Topic 3 Free time activities; Dictation 02Quick View
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Topic 3 Free time activities; Dictation 02

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<p>25% of the GCSE in Spanish is the ability to listen and understand spoken Spanish. Dictation involves listening to a passage in a foreign language, with students writing down what they hear.</p> <p>This resource provides 5 short sentences for students to listen to and then write down in Spanish what they have heard.</p>
GCSE Spanish Listening Skills; Me, my family and friends 01Quick View
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GCSE Spanish Listening Skills; Me, my family and friends 01

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<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>
GCSE Spanish Listening Skills: Technology in everyday life 01Quick View
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GCSE Spanish Listening Skills: Technology in everyday life 01

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<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>
GCSE Spanish Listening Skills: Technology in everyday life 02Quick View
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GCSE Spanish Listening Skills: Technology in everyday life 02

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<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>
GCSE Spanish Listening skills; Free time activities 02Quick View
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GCSE Spanish Listening skills; Free time activities 02

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<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>
GCSE Spanish Listening skills; Free time activities 01Quick View
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GCSE Spanish Listening skills; Free time activities 01

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<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>
English language and structure exercise 04Quick View
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English language and structure exercise 04

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<p>For GCSE, English students are required to read an extract of prose and analyse it for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
English language and structure exercise 05Quick View
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English language and structure exercise 05

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<p>For GCSE, English students are required to read an extract of prose and analyse it for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
English language and structure exercise 03Quick View
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English language and structure exercise 03

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<p>For GCSE, English students are required to read an extract of prose and analyse it for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
English language and structure exercise 02Quick View
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English language and structure exercise 02

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<p>For GCSE, English students are required to read an extract of prose and analyse it for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
English language and structure exercise 08Quick View
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English language and structure exercise 08

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<p>For GCSE, English students are required to read an extract of prose and analyse it for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
English language and structure exercise 07Quick View
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English language and structure exercise 07

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<p>For GCSE, English students are required to read an extract of prose and analyse it for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
English language and structure exercise 01Quick View
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English language and structure exercise 01

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<p>For GCSE English students are required to read an extract of prose and analyse the extract for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
English language and structure exercise 06Quick View
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English language and structure exercise 06

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<p>For GCSE, English students are required to read an extract of prose and analyse it for language and structure.</p> <p>This resource supports learning by providing an extract for students to analyse for language and structure AND also provides teachers a model answer providing language analysis and a structural analysis of the extract.</p> <p>Teachers can set this exercise (without the model answer obviously!) for class work or homework. Ideal resource to give to a supply teacher covering a GCSE English Language class.</p>
Romeo & Juliet Exam Question: Romeo's feelings towards JulietQuick View
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Romeo & Juliet Exam Question: Romeo's feelings towards Juliet

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<p>A model answer for the past paper question about the Romeo’s feelings for Juliet. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read the following extract from Act 2 Scene 2 of Romeo and Juliet and then answer the<br /> question that follows.<br /> At this point in the play, Romeo is in the Capulets’ orchard beneath Juliet’s window.<br /> She doesn’t know Romeo is there.<br /> ROMEO<br /> But soft, what light through yonder window breaks?<br /> It is the east, and Juliet is the sun.<br /> Arise, fair sun, and kill the envious moon,<br /> Who is already sick and pale with grief<br /> That thou, her maid, art far more fair than she.<br /> Be not her maid, since she is envious;<br /> Her vestal livery is but sick and green,<br /> And none but fools do wear it; cast it off.</p> <p>[JULIET appears aloft as at a window.]</p> <p>It is my lady, O it is my love:<br /> O that she knew she were!<br /> She speaks, yet she says nothing; what of that?<br /> Her eye discourses, I will answer it.<br /> I am too bold, ’tis not to me she speaks:<br /> Two of the fairest stars in all the heaven,<br /> Having some business, do entreat her eyes<br /> To twinkle in their spheres till they return.<br /> What if her eyes were there, they in her head?<br /> The brightness of her cheek would shame those stars,<br /> As daylight doth a lamp; her eyes in heaven<br /> Would through the airy region stream so bright<br /> That birds would sing and think it were not night.<br /> See how she leans her cheek upon her hand!<br /> O that I were a glove upon that hand,<br /> That I might touch that cheek!</p> <p>Starting with this speech, explore how Shakespeare presents Romeo’s feelings towards Juliet. Write about:</p> <p>• how Shakespeare presents Romeo’s feelings towards Juliet in this speech<br /> • how Shakespeare presents Romeo’s feelings towards Juliet in the play as a whole.</p> <p>[30 marks]<br /> AO4 [4 marks]</p>
Romeo & Juliet Exam Question: Violence and ConflictQuick View
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Romeo & Juliet Exam Question: Violence and Conflict

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<p>A model answer for the past paper question about the theme of Violence and Conflict. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read the following extract from Act 3 Scene 1 of Romeo and Juliet and then answer the<br /> question that follows.</p> <p>At this point in the play, Romeo, Mercutio and Benvolio have encountered the Capulet’s in a<br /> public area.<br /> MERCUTIO<br /> Good king of cats, nothing but one of your nine lives; that I mean to make bold withal,<br /> and as you shall use me hereafter, drybeat the rest of the<br /> eight. Will you pluck your sword out of his pitcher by the ears? make haste, lest mine be<br /> about your ears ere it be out.<br /> TYBALT<br /> I am for you.<br /> Drawing<br /> ROMEO<br /> Gentle Mercutio, put thy rapier up.<br /> MERCUTIO<br /> Come, sir, your passado.<br /> They fight<br /> ROMEO<br /> Draw, Benvolio; beat down their weapons. Gentlemen, for shame, forbear this outrage!<br /> Tybalt, Mercutio, the prince expressly hath<br /> Forbidden bandying in Verona streets:<br /> Hold, Tybalt! good Mercutio!<br /> TYBALT under ROMEO’s arm stabs MERCUTIO, and flies with his followers<br /> MERCUTIO<br /> I am hurt. A plague o’ both your houses! I am sped. Is he gone, and hath nothing?</p> <p>Explore how Shakespeare presents family honour in Romeo and Juliet. Write about:<br /> How Shakespeare presents violence and conflict at this moment in the play.<br /> How Shakespeare presents violence and conflict in the play as a whole.<br /> [30 marks]<br /> AO4 [4 marks]</p>