This clear, detailed and visually-appealing resource offers a complete reference point for children learning about Elizabeth I as a part of their history study of ‘Significant Individuals.’ It contains comprehensive sections entitled: Overview; Times in Her Life; Important Vocabulary; Elizabeth I Timeline; Answers to the Important Questions; Top Ten Facts. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use.

These informative and engaging resources enable students to build the skills needed to interpret and analyse 19th Century non-fiction texts. This will aid students through the new Paper 2 Section A of GCSE English Language - for which they need to become confident readers of 19th, 20th, and 21st Century non-fiction texts. These resources give students a strong foundation of knowledge of features of non-fiction texts in the 19th Century, using newspaper stories from the time based on 'Jack the Ripper' as the predominant examples. There are easily enough resources for at least two lessons within this resource pack. Students learn through the following tasks: - Inferring and deducing contextual knowledge through an interactive starter task; - Understanding the features of London in 1888 through a video introduction; - Building close reading skills through a study of a non-fiction extract about Jack the Ripper; - Answering exam-style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the language used in the non-fiction extract; - Peer assessing their partners' learning attempts. The following resources are provided: - Engaging and colourful step-by-step PowerPoint; - Jack the Ripper newspaper extract; - Teacher lesson guidance; - Interpretation worksheet; - Analysis worksheet; - Writing to analyse. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This interesting and engaging lesson enables students to build their understanding Arthur Birling, one of the chief protagonists in J.B. Priestley’s ‘An Inspector Calls.’ In particular, students learn about his characteristics, his attitudes and opinions towards the world around him and other people, and also his relevance to Priestley’s social and historical context. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Recall and understand the key features of Birling's character profile; - Link Birling to the social and historical context of the play; - Understand how Birling's character is significant in terms of Priestley's key message; - Read and understand the section of the play in which Birling is interviewed by the inspector; - Analyse key quotations by and about Birling in the text; - Read and understand the opening of the play; - Create a diary-entry piece in which they consider Birling's morals and sense of responsibility for the death of Eva Smith; -Peer/self-assess learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation; - Images of Birling to be annotated for the starter task; - A clear and interesting worksheet for the introductory task; - An extract from Act 1 of the play for students to read and interpret; - P.E.E template for students to complete their character analysis; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This engaging and informative lesson enables students to gain a detailed insight into the social and historical context of Jane Austen’s ‘Pride and Prejudice.’ In particular, students learn about love, class, inheritance, and reputation in the Georgian and Regency eras – key themes throughout Austen’s novel. They then make clear and sustained links between the features of context and the text. The lesson follows a step-by-step learning journey, in which students learn through: - Playing a fun and interactive quiz about the life of Jane Austen; - Completing carousel activities in groups to learn about the key features of love, class, inheritance, reputation, and royalty in the Georgian/ Regency eras; - Linking their understanding of context to the key elements of the text; - Analysing how Austen is influenced by key features of 19th Century life in ‘Pride and Prejudice.’ - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - All resources for the carousel activities, including sheets needed for ‘Love and Courtship Blind Date’, ‘Social Class Detectives’, and ‘Georgian and Regency Royalty.’ - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. These resources were originally taught to GCSE students, but with subtle adaptations they have also been used with both younger and older (up to A Level) students. Please note that one of the introduction activities requires internet access. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This interesting and engaging lesson enables students to build their understanding of Inspector Goole, one of the chief protagonists in ‘An Inspector Calls.’ In particular, students understand the Inspector’s main characteristics and quotations. They also contemplate whether they feel the Inspector presents the voice and key messages of Priestley himself. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Recall and understand the key features of The Inspector's character profile; - Link The Inspector to Priestley's key messages and the context of the play; - Piece together the Eva Smith case from the viewpoint of The Inspector; - Read and understand the final section of the play; - Analyse the character further in response to key quotations; - Argue the extent to which the Inspector presents the views of Priestley himself; - Peer/self-assess learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation; - A clear and interesting worksheet on interpreting The Inspector's character; - Extract from Act 3 of the play for students to read and interpret; - Inspector's notepad to piece together the Eva Smith case; - A scaffolded template for students to complete the main analysis task; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

These interesting and engaging resources enable students to build their understanding of the context of J.B. Priestley’s play ‘An Inspector Calls.’ In particular, students learn how to make clear and appropriate links between the social and historical context and the play itself. This gives students a really stable knowledge-base from which to make inferences and interpretations about other parts of the play. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Recall the main events that occurred between 1912 and 1945, through an interactive group activity; - Remember some key information about J.B Priestley and his beliefs; - Read and understand the opening of the play; - Make links between the opening of the play and the historical context - both in term of when the play was set, and when it was written; - Analyse how Priestley links historical context to his characters, in order to get his messages across to the audience; -Peer/self-assess learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation; - A clear and interesting worksheet for the development task; - The opening of the text for students to read and interpret; - Context information cards for the card-sorting game; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Arthur Miller’s ‘A View from the Bridge.’ Teachers have found them particularly useful in exam revision, comprehension tasks, or guided reading sessions. They are perfect for aiding the progress of students towards meeting the KS4 expectations within the new National Curriculum framework - this makes the tasks suitable for all examining bodies. Students have found these resources extremely engaging, and for teachers there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that students gain a deep understanding of the text. Activities within the booklet include: - ‘Context: 1950s America’ - to aid students with ‘Drawing on knowledge of the purpose, audience and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation;’ - ‘Miller’s Description’ - to aid students with ‘Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact;’ - ‘Eddie’ - to aid students with ‘Seeking evidence in the text to support a point of view, including justifying inferences with evidence;’ - ‘Editing the Play’ - to aid students with ‘Making an informed personal response, recognising that other responses to a text are possible and evaluating these.’ Plus many, many more activities (the booklet is around 30 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This engaging and informative lesson aims to improve students’ understanding of the portrayal of women in Mary Shelley’s Frankenstein. The lesson places a particular focus upon the perceived role and characteristics of women in the late 1700s, and compares this to the manner in which they are presented in the text. By the end of the lesson, students demonstrate an ability to argue whether they think Shelley’s portrayal of women challenges or recycles existing ideas of women living at the time. The lesson follows a step-by-step learning journey, in which children learn through: - Understanding the social and historical context of life for women in the late 1700s;’ - Making links between contextual understanding and what is noted from the text; - Reading and understanding key extracts from chapters 8, 22, and 23 - extracts that provide exposure to the female characters in the text; - Inferring, and interpreting the key events of the extracts, and considering the impression that is given of women by Shelley; - Arguing whether they feel that Shelley recycles or challenges the role of women at the time, using a purpose-made essay template; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; (including an animated Frankenstein’s monster to guide them through the lesson); - Inferring and interpreting worksheet (and a teacher answer sheet); - Extracts from Chapters 8, 22, and 23; - The role of women worksheet; - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to middle-ability year 9/10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

These comprehensive checklists have been created to aid school leaders when performing learning walks with a particular focus e.g. questioning, differentiation, etc. Clearly structured and organised, they present a central idea surrounded by a breakdown of a number of its key components. For the user, this layout provides a simple reference list of each of the desirable skills, categorised appropriately. The checklists also provide an alternative to regular feedback methods, which often focus too heavily on the standard or ‘judgement’, as opposed to being a developmental tool. Alternatively, these are really handy for teachers looking to develop their practice in the key teaching areas listed below. Included in the pack are checklists for: -Questioning -Differentiation -Utilising Resources (including support staff) -Engagement -Building Literacy Skills -Planning and Expectations -Building Learning Power -A blank template for you to design your own based upon your own focus Note: The checklists are provided as both PDFs (for formatting stability) and Word (so that you can edit them easily) - the Word versions are in the zipfile. Many Thanks

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of William Shakespeare’s ‘Macbeth.’ Teachers have found them particularly useful in exam revision, comprehension tasks, or guided reading sessions. They are perfect for aiding the progress of students towards meeting the KS4 expectations within the new National Curriculum framework - this makes the tasks suitable for all examining bodies. Students have found these resources extremely engaging, and for teachers there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that students gain a deep understanding of the play. Activities within the booklet include: - ‘Context: Shakespearean Britain’ - to aid students with ‘Drawing on knowledge of the purpose, audience and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation;’ - ‘Shakespeare’s Description’ - to aid students with ‘Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact;’ - ‘Lady Macbeth’ - to aid students with ‘Seeking evidence in the text to support a point of view, including justifying inferences with evidence;’ - ‘Editing the Play’ - to aid students with ‘Making an informed personal response, recognising that other responses to a text are possible and evaluating these.’ Plus many, many more activities (the booklet is around 30 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of John Boyne's 'The Boy in the Striped Pyjamas.' Teachers have found them particularly useful in comprehension or guided reading sessions. They are perfect for aiding the progress of children towards meeting the KS3 expectations within the new National Curriculum framework. Children have found these resources extremely engaging, and for teachers there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that children gain a deep understanding of the text. Activities within the booklet include: - 'Context: The Holocaust' - to enable students to demonstrate that they can: 'Know the purpose, audience and context of the writing and drawing on this knowledge to support comprehension.' - 'Boyne's Description - The Ending' - to enable students to demonstrate that they can: 'Know how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, present meaning.' - 'Bruno's Father' and 'Shmuel' - to enable students to demonstrate that they can: 'Study setting, plot, and characterisation, and the effects of these.' - 'Vocabulary Inspector' - to enable students to demonstrate that they can: 'Learn new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries.' Plus many, many more activities (the booklet is 21 pages in length!) I've also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This interesting and highly-stimulating lesson students to demonstrate a developed, sustained understanding of the structural features of the Greek Tragedy which are utilised in Arthur Miller’s A View from the Bridge. In particular, students engage analytically with Eddie’s ‘hamartia’ and catastrophic downfall at the end of Act II. Students examine how Eddie’s role as a tragic hero, his fatal flaw, and the sense of fate which runs throughout, mirrors the features of Greek Tragedies. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Define and identify the features of Greek Tragedies; - Understand Miller’s views towards Greek Tragedies, and his intentions for writing the play in this form; - Identify the features of Greek Tragedy in A View from the Bridge; - Critically engage with text as a Greek Tragedy, considering how Eddie’s downfall is constructed by his fatal flaws, hamartia, and catastrophe; -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation;; - Paper copies and online links to the extract needed for the lesson (end section of Act Two); - Greek Myths Definitions Cards; - Greek Myths worksheet (including answer sheet for teachers); - A logically scaffolded essay template; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This engaging and stimulating lesson enables students to create travel writing texts containing appropriate and imaginative language choices, utilising a range of different language techniques with subtlety in order to craft vivid and thought-provoking writing. In particular, students learn how the subtle use of varied verbs, adverbs, and adjectives, in addition to descriptive devices such as similes, metaphors, and personification, can help to create truly authentic and descriptive travel writing pieces. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Define and identify verbs, adverbs, and adjectives, and understand the effects of varying these basic sentence building blocks; - Employ appropriate and imaginative verbs, adverbs, and adjectives to describe a range of travel images; - Understand and analyse how more advanced descriptive devices (similes, metaphors, personification, alliteration, and assonance) influence the effect of writing; - Analyse a model travel writing attempt in relation to language features, before creating their own; - Self/Peer assess travel writing attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation; - An interesting and ambitious travel writing extract (with a highlighted version for teachers): -A logical and challenging worksheet, encouraging students to identify and analyse; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This engaging and informative lesson enables students to make sustained and insightful interpretations of Stevenson’s language when describing Mr Hyde throughout the novella ‘Strange Case of Dr Jekyll and Mr Hyde.’ In particular, students analyse how the use of similes, varied verbs, and repetition, contribute to the portrayal of devilish man deprived of a social or moral conscience. The lesson follows a step-by-step learning journey, in which children learn through: - Understanding key information about 19th Century morality, and learning how the character of Hyde becomes separated from these ideals; - Reading and comprehending key extracts describing Hyde in the text; - Exemplifying and analysing Stevenson’s use of language devices across his description; - Describing their own immoral/hideous character utilising the same descriptive techniques; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Selected extracts from the text describing Hyde; - Stevenson’s Language worksheet (and completed answer sheet for teachers); - Analysis template with success criteria for creating well-structured responses; - Links to further reading for advanced students (internet access needed for these); - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. These resources were originally taught to GCSE students, but with subtle adaptations they have also been used with KS3 and A Level Students. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

In this engaging and informative lesson, students are enabled to make clear and insightful interpretations of Elizabeth Bennet – the chief protagonist in Jane Austen’s Pride and Prejudice. In particular, students learn about her key characteristics- such as her strong ideas, wit, intelligence, grace, and good humour – and relate these to ideas of societal expectations of the time. The lesson follows a step-by-step learning journey, in which students learn through: - Playing a fun and interactive quiz to determine the key events and family life of Elizabeth Bennet; - Establishing her characteristics and traits, utilising textual evidence; - Analysing Elizabeth’s character in relation to the expectations of society in the Regency Era; - Creating clear and creative diary entries, using an in-depth understanding of Elizabeth’s character; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - ‘Character Traits of Elizabeth’ task resources - with teacher answer sheet; - ‘Elizabeth in Context’ task resources - with teacher answer sheet; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. These resources were originally taught to GCSE students, but with subtle adaptations they have also been used with both younger and older (up to A Level) students. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.