This is an extremely dense 12 page booklet with easily an entire scheme of work. This has been created to give year 7 an introduction to Shakespeare: to understand his life, works, times, theatre and to grasp how a script works. There are two pages which focus on Shakespeare’s villains (Don John and Iago) but in reality this is to simply expose students to Shakespeare’s life and characters rather than to complete in depth analysis of a plot and character. Although this was created with year 7 in mind it would fill a gap at any level of Key Stage 3 if students’ knowledge of Elizabethan England is lacking. Both the editable Word document and .pdf are provided - please note the word document may not appear like the booklet pdf because of font use and formatting. This booklet is also available as part of a Shakespeare bundle with two other KS3 booklets covering Shakespeare heroes and the idea of tragic heroes and Shakespeare’s relationships. The booklet is as follows: 1 - front cover and basic dramatic terminology glossary 2 - William Shakespeare information with space to create a fact file 3 - Shakespeare’s works - basic information, followed by a task to understand the difference between comedies, tragedies and histories then sorting key plays into each type 4+5 - a double page spread with a timeline across Elizabethan and Jacobean England. At the top students can create a timeline of historical events and then plot Shakespeare’s life underneath (perhaps using page 2) 6 - Elizabethan entertainment - 4 boxes for students to complete information about bear baiting, bull baiting, cock fighting and the theatre - I have attached the factfile made to accompany this lesson. 7- The Globe Theatre - A label the Globe picture followed by a gap fill about its history (in image) 8- Understanding a script - the first scene of Macbeth is used to explain the layout of a script, followed by a gap underneath for students to make their own mini script using a similar layout and features. 9- Stage directions- a list of common Shakespeare stage directions with definitions for students to match followed by some complex stage directions to "translate" 10 - An explanation of the character and his motives, an extract from the play (1.3) and a series of questions which track students through the extract. 11 - An explanation of the character and his motives,an extract from 1.1 alongside a modern translation followed by a series of questions. 12- a common words glossary where students should independently record new words learnt.

You are purchasing a 16 page booklet which takes students through the skills and structure of the P1Q5 task. You will recieve the .pdf and .doc files (please note because of the fonts used the word document may change from the pdf.) This was used for a 3 hour revision writing workshop. The PowerPoint for the workshop is included. The booklet has the following structure: Front page with key information Page explaining a planning structure: Drop, Shift, Zoom in, Zoom out Space with 2 practice questions to apply the structure (with linked ambitious vocabulary) 3 descriptions of snow and 3 rural descriptions where students can extract new vocabulary and phrasing Example AQA question (storm image) and an example response Reduced mark scheme on one page Another example response for students to mark A band 3 answer for students to move the response into band 4 A space with slow writing prompts for students to write an opening paragraph A space for them to continue their response 4 x practice questions with linked ambitious vocabulary A ‘stolen vocabulary’ page for students to add vocabulary as they work through the booklet

There are three extracts here from three Sherlock Holmes stories (A Study in Scarlet, The Sign of the Four and The Speckled Band). This is followed by five reading tasks and six writing tasks. This was originally set as cover work and can be completed independently, and is at least three lessons of work. It was created for KS3 but would still be appropriate at KS4 as it uses AQA Lanuguage Paper style tasks. Furthermore, students would not have needed to study Sherlock Holmes in order to complete this work. The tasks are: Reading the extracts provided Simple list four things tasks (information retrieval) A grid asking getting students to consider the start, middle and end of the extract (structure analysis) Students are asked to explain the create a factfile about Sherlock Holmes’ character, collecting a range of quotations as evidence. An opinion task which gives students statements on each source which they have to explain whether they agree or not (evaluation). The writing tasks are varied between writing the opening of the own detective stories, writing from Holmes’ perspective, a review on the extracts, a non-fiction article on the modern police force. A simple and easy stand-alone resource. The sheet is a back to back sheet of A4 which can be folded into a mini A5 booklet for students to store easily in exercise books- it also requires minimal photocopying!

You are purchasing a 20 page booklet with a range of short practice questions. There are examples of every single question on both papers, with four P1Q5 and four P2Q5. There are two examples for each of the Q4 from each paper. For the paper 2 sample questions, two short extracts are provided on a common theme - these extracts are not full length but provide plenty of comparison and ancourage students to hone their skills on shorter extracts. The booklet is structured to move through the questions but the questions are interleaved. There is a clear contents table and instructions on the front with a notes page on the back. Both the .pdf document and the editable word version are included, but please note the editable version uses a range of fonts and so will be formatted differently. The answers to P2Q1 are BCDH for the first question and BDEH for the second question.

You are purchasing a 16 page booket (both the .pdf and editable word document) as well as a page of teacher’s notes and the resources needed for the timeline activity. This booklet was created for year 8, to resource an entire unit looking at the historical context of Victorian England/ the Industrial Revolution and the key contextual factors contributing to the novel ‘Oliver Twist’. The booklet therefore also contains an abridges version of ‘Oliver Twist’, the lenth of approximately 6 A4 pages. Although this unit was intended for year 8, it would be suitabe for the whole of key stage 3 (or, perhaps as an introduction to Dickens for KS4 before studying ‘A Christmas Carol’ or ‘Great Expectations’). The booklet includes: A double page spread for a carousel activity where students look at key aspects of the victorian era (such as Queen Victoria, health and sanitation, the British Empire etc.) and then record key dates on an A3 timeline for the period. A look at the lives of children in the Victorian era, considering the jobs they did, and Lord Shaftsbury’s Ragged Schools. A page to record notes on the impact of the Industrial Revolution, linked to an online video. Some consideration of crime and punishment in the Victorian era. A look at the class system and the different hobbies, work and education of each class. An opportunity to create a fact file of Charles Dickens’ life An abridged version of ‘Oliver Twist’ including a series of key extracts, with a large margin to record new vocabulary. key plot points. An ‘Oliver Twist’ summary page with 6 original ilustations for students to explain.

There are three sources here which are all opinion articles on the relationship between teenagers and social media. This is followed by four reading tasks and three writing tasks. This was designed as cover work and can be completed independently, and is at least three lessons of work. It was created for year 8 but is appropriate across Key Stage 3. Furthermore, students would not have needed to study viewpoint writing in order to complete this work. The tasks are: Simple list four statistics/anecdotes/opinions tasks (information retrieval) A grid asking students to explain similarities and differences (comparison) A task asking students to simplify the viewpoint and retrieve quotations (summary) An opinion task which gets students to explain which article is the most effective in persuading the reader (analysis) The writing tasks are varied between using one of the articles style/structure to give their viewpoint on a new topic, a separate viewpoint writing task, writing the opposite of the article’s viewpoint. A simple stand-alone resource requiring nothing but printing. The sheet is a back to back sheet of A4 which can be folded into a mini A5 booklet for students to store in exercise books.

This 12 page booklet was used for a 6 week unit examining London in the Victorian era. It was originally aimed at year 9 following the study of ‘Of Mice and Men’. Both the .pdf and the editable .doc format are included. It begins with a front page asking students about their prior knowledge of London now and in Blake/Dickens’ time. This is followed with a A3 size page offering the poem ‘London’ by Blake, a vocabulary grid, and some simple imagery tasks. There are then a series of non fiction 19th century texts covering a range of aspects in Victorian London. Many are from Dickens’ Sketches by Boz These 8 extracts cover: London in the morning London ‘Gin-shops’ Street children and their jobs How to walk in London A pick-pocket crime How disease spreads A night in a workhouse Newgate prison This could potentially be used as a contextual resource for Charles Dickens at KS4, or the extracts could be used for paper 2 revision for the 19th century text.

There are three extracts here from the opening of the first three Alex Rider novels (Stormbreaker, Point Blanc and Skeleton Key). This is followed by four reading tasks and three writing tasks. This was originally set as cover work and can be completed independently, and is at least three lessons of work. It was created for year 8 but is appropriate across Key Stage 3. Furthermore, students would not have needed to study creative writing in order to complete this work. Both the .pdf and word document are included in the download. The tasks are: Simple list four things tasks (information retrieval) A grid asking getting students to consider the start, middle and end of the extract (structure analysis) Students are asked to explain the mood/atmosphere in each source and identify quotations as evidence (quotation retrieval) An opinion task which gives students statements on each source which they have to explain whether they agree or not (evaluation). The writing tasks are varied between writing the opening of the own spy novel, rewriting an extract from a new perspective or continuing one of the extracts. A simple and easy stand-alone resource. The sheet is a back to back sheet of A4 which can be folded into a mini A5 booklet for students to store in exercise books

There are three extracts here which look at traveling to various places over winter (Geneva, Ireland, and Portugal). This is followed by four reading tasks and three writing tasks. This was originally set as cover work and can be completed independently, and is at least three lessons of work. It was created for year 8 but is appropriate across Key Stage 3. Furthermore, students would not have needed to study travel writing in order to complete this work. Both the .pdf and word document are included in the download. The tasks are: Simple list four things tasks (information retrieval) A grid asking students to extract information (quotation retrieval) A comparison task looking at how the holidays are different An opinion task which gets students to explain where they would rather spend their Christmas. The writing tasks are varied between using the images to complete a descriptive piece, writing their own blog on Christmas in their hometown or a persuasive speech explaining where they want to spend their Christmas. A simple and easy stand-alone resource.

This booklet contains 9 practice questions in the style of AQA English Language paper 1, question 2. For each practice question there is: The extract (a short one, the length it would be in the exam) The question, with phrasing taken from the question paper Space for students to plan their response, with a space for point/quotation, terminology and effect. A page for students to write their response. The front page contains contents and a key word glossary, and the back contains an empty glossary for students to add definitions of terminology. This booklet is entirely self contained so is ideal for homeworks, or tutoring sessions. Both the .pdf and the .doc word document file are included, but the formatting may shift on the word document because non standard fonts are used.

A mock exam for AQA English Language GCSE - Paper 1. It is to the exact specification of the full paper. Included in the purchase is: The extract (with line numbers, on one page) A shortened version of the questions - all five on one page (see image). A full, AQA style, exam booklet. This contains all of the questions with the correct layout (as per the AQA exam) and the correct number of pages. A ** detailed 3 page document which provides indicative content, offering example answers for each level of a response** for questions 1-4 The extract is taken from a book published in 2003, ‘Eagle Strike’ Please note this paper is also available for £2.50 without the indicative content.

A mock exam for AQA English Language GCSE - Paper 2. It is to the exact specification of the full paper. Included in the purchase is: The extract (with line numbers, on one page) A shortened version of the questions - all five on one page (see image). A full, AQA style, exam booklet. This contains all of the questions with the correct layout (as per the AQA exam) and the correct number of pages. A ** detailed 3 page document which provides indicative content, offering example answers for each level of a response** for questions 1-4. The 19th Century extract is from Walks In and Around London, 1895 The modern extract is from The Guardian, 2000

A 20 page booklet containing 9 practice questions for Paper 2, Question 4. In the style of the mini mock papers, these practice questions focus on short extracts which provide detailed viewpoints on a topic, followed by a Q4 style question. As per the exam papers so far, students are provided with a 19th century non-fiction text and a 21st century non-fiction text. Students are provided with a small planning grid and then a page to practice an answer, making this an easily printed booklet to provide students with 9 weeks of independent study. A wide range of topics are provided to interest a wide range of students: burglary and crime halloween football/ spectator sport Leicester Square going to the theatre train travel/ safety thunderstorms teachers/ teacher training x rays/ science advancement Both the .doc and .pdf format are purchased, but please note with varied fonts being used, the .doc formatting may be skewed.

Exactly what it says on the tin: each question takes up one full page and has the marks, an explanation of the task, and percentage that it takes up of that section, exam and the whole GCSE, along with a simplified mark scheme. To display and refer to with students. (Note: there are other displays on the document, so don't print the whole thing!)

This unit is designed to create a (roughly) chronological journey through heroes and villains, from the mythical Medusa through to the modern day Olympic heroes, the unit asks pupils to justify what makes a hero or villain, and why. Each week has a text focus and exposes pupils to a wide range of English skills with a focus on both reading and writing, and many opportunities for speaking and listening through group work. There is a focus on analysing language through close interpretations of quotes. There are also multiple opportunities for assessment.

SMILE -Structure, Meaning, Imagery, Language, Effect. The titles are in the display with a three questions to encourage pupils to think about each feature (Language: Are there any patterns of language? Are any devices or techniques used? Would different words achieve the same effect?).