A collection of resources gleaned from various places to cover an overview of the play, its contexts and its themes. Suitable for any A level spec and available as a pdf and a powerpoint.

Please leave a review if it’s helped you! A very detailed presentation on how conflict is presented in Act 1 of the play. Useful for all GCSE specs this structure could also be utilised for the rest of the play: conflict in battle, in relationships, in nature, in the supernatural, internal conflicts and in imagery. Some slides are fully annotated, others leave gaps for students to suggest ideas and to finish off. Teachers could choose to not reveal any of the annotations and allow students to respond on their own to quotations first.

A detailed presentation covering the motif of clothing and colour throughout the play. Looking at how Blanche’s clothes change and the significance of this; the men’s primary colours; the clash of two worlds as seen through clothing and colour; and Blanche’s trunk. Suitable for all A level specs and available as both a powerpoint and as a pdf.

An essay plan on Jack in Lord of the Flies as follows: Consider the presentation of Jack in ‘Lord of the Flies’ and in the course of your answer comment on the social, cultural and historical context. This also includes all the quotations gathered ready for students to analyse.

Teach report writing through a fun activity a Hades Health and Safety report.

A presentation I used to help students to think about both the openings of their stories but mostly the endings.

This powerpoint was written for the AQA spec A Love Through the Ages paper and addresses the AO3 requirement for context. However it is suitable for any A Level exam board where context is required.

A useful sheet of critic’s quotations suitable to support the study of The Wife of Bath.

These presentations have been written to support the Eduqas sample paper ‘Megan’ and includes a critique of exemplar answers and encourages students to improve their own work.

A powerpoint which covers Hardy’s background and the social/historical contexts. This was put together to accompany a study of the 1912-1913 poems but would work with any study of Hardy at A level

A powerpoint looking at the device of Deus ex machina and in particular the end of the war at the beginning of Act 2 and what this might symbolise. This was put together to support the teaching of AQA Love Through the Ages Spec A section A but would be equally helpful for any exam board teaching of Othello.

A powerpoint covering the theme of race and in particular the contexts surrounding this and the 17th century attitude to ‘the other’.

This is a detailed analysis of the poem with alternate readings. There are also slides with notes on the analysis of techniques.

A detailed comparison of Requiem for the Croppies by Heaney and Mametz Wood by Owen Sheers

Get your claws into the clause with this detailed set of slides on everything you need to know about where commas go in clauses and why.

Two powerpoints to guide students in how to hit the AOs

Get your claws into the clause with this interactive lesson presentation with detailed questions and suggestions on punctuating clauses.

This is one of 6 flashcards I have made for students to fully revise the characters of ‘An Inspector Calls’. These cards can be printed and laminated or printed straight onto card. They are organised into paragraph ideas so that students aren’t simply learning quotations but are learning mini essays on these central characters.

This is one of 6 flashcards I have made for students to fully revise the characters of ‘An Inspector Calls’. These cards can be printed and laminated or printed straight onto card. They are organised into paragraph ideas so that students aren’t simply learning quotations but are learning mini essays on these central characters.

This is one of 6 flashcards I have made for students to fully revise the characters of ‘An Inspector Calls’. These cards can be printed and laminated or printed straight onto card. They are organised into paragraph ideas so that students aren’t simply learning quotations but are learning mini essays on these central characters.