This is a 9-page (2484 words) student handout which analyses the characters of Estella and Pip from Dickens’ masterpiece “Great Expectations”. It would be useful for study at any point in the novel and would be particularly appropriate for revision. The document is structured as follows: Here’s a summary of the document: The analysis of Estella and Pip in Charles Dickens’ “Great Expectations” explores their complex characters, relationships, and the broader themes they represent. Estella’s Enigmatic Beauty: Estella is introduced as a beautiful yet aloof character, described through Pip’s eyes as having “delicately transparent” skin and “proud eyes”. Estella’s Duality: Estella is both a victim of Miss Havisham’s manipulation and an independent individual aware of her emotional shortcomings, creating a complex duality in her character. Growth and Redemption: Estella undergoes significant development, showing signs of remorse and a desire for redemption by the end of the novel, reflecting Dickens’ theme of personal growth. Pip’s Aspirations: Pip’s desire to become a gentleman is driven by his infatuation with Estella and his encounters with Miss Havisham, leading him to yearn for social status and wealth. Pip’s Moral Growth: Pip’s journey reflects his growing self-awareness and moral integrity, ultimately valuing loyalty and modesty over wealth and status by the novel’s end.

This student Handout or Worksheet is 10-pages long and would take about 90 minutes of teaching. There are questions and activities and discussion points, depending on the direction the teacher wants the lesson to take. This is a summary of the Handout: Act 1, Scene 3 of Shakespeare’s Macbeth is a pivotal moment that introduces key themes, advances the plot, and provides insights into Macbeth and Banquo’s characters. The Witches’ Prophecies: The witches predict that Macbeth will become Thane of Cawdor and eventually King of Scotland, sparking his ambition and setting the stage for his moral decline. Ambiguity and Doubt: The ambiguous nature of the witches’ prophecies causes Macbeth to be intrigued and troubled, while Banquo remains skeptical, highlighting their contrasting reactions. Macbeth’s Ambition: Macbeth’s reaction to the prophecies reveals his internal conflict between ambition and moral reservations, which foreshadows his eventual downfall. Banquo’s Skepticism: Banquo’s skepticism and rationality contrast with Macbeth’s ambition, serving as a voice of reason and highlighting the theme of moral integrity. Themes and Motifs: The scene introduces key themes such as the supernatural, ambition, fate versus free will, and the corrupting influence of power. Character Development: This scene is crucial for character development, particularly for Macbeth, whose transformation from a loyal soldier to an ambitious figure begins here. Plot Advancement: The witches’ prophecies propel the plot forward by awakening Macbeth’s ambition and introducing tension between Macbeth and Banquo. Foreshadowing: The scene is rich in foreshadowing, hinting at Macbeth’s rise to power, subsequent downfall, and the eventual betrayal and violence between Macbeth and Banquo.

This 5-page student Handout includes likely questions and areas of study as well as advice on how to approach a debate about Macbeth. This is a summary of the Handout: Noble Beginnings: Macbeth starts as a valiant and loyal warrior, highly esteemed by King Duncan and his peers, which sets the stage for his tragic descent. Valor and Loyalty: Macbeth’s bravery and loyalty to King Duncan are evident early in the play, highlighting his sense of duty and honour. Influence of the Witches: The witches’ prophecy that Macbeth will become king ignites his latent ambition, leading to his moral and psychological decline. Ambition and Power: Macbeth’s ambition becomes a destructive force as he becomes consumed by the desire for power, which Lady Macbeth further fuels. Relationship with Lady Macbeth: The relationship between Macbeth and Lady Macbeth deteriorates as the weight of their actions leads to mutual estrangement and Lady Macbeth’s eventual madness.

This is a 10-slide PowerPoint which covers the complete Learning Aim C (the 3rd of 3 parts) which make up Unit 20 on Corporate Social Responsibility. **This is not covered by any textbooks for Business and these PowerPoints together mean that teachers will be required to do no other work. ** This is a summary of the presentation: Coursework Focus: Analyse Sainsbury’s CSR policies and their impact on the local community. Community Impact: Sainsbury’s aims to support social cohesion, economic prosperity, and inclusive growth. UN Global Goals: Sainsbury’s is committed to several UN Global Goals, including No Poverty and Zero Hunger. CSR Categories: Sainsbury’s CSR record includes financial, employment, and diversity aspects. Poor CSR Example: Study Sports Direct for an example of a company which has hae issues regarding CSR in the past. **Please look out for PowerPoints covering Learning Aim A and Learning Aim B which together make up the whole Unit. Discounted bundle: buy all 3 PowerPoints and get a discounted rate of 33% off!**

This Handout is a 7-page exploration of the character of Juliet from Shakespeare’s timeless tragedy, “Romeo and Juliet”. It is suitable for use with GCSE students and includes questions and discussion points as well as brief suggested answers at the end of the Handout. The discussion considers Juliet’s intelligence, her pragmatism and contrasts her thoughtful approach to Romeo’s more impulsive actions. This discussion is part of a collection of resources on the play and has been tried and tested with many groups of students. Why not look at the other resources provided on “Romeo and Juliet” and use them with your groups. Enjoy!

This 7-page (1538 words ) student Handout will help any student and/or teacher of the play get started in thinking about themes, characters and examination questions. Written by an Examiner and teacher of 30-years standing. The Guide is structured as follows: Historical Context: Written during the Elizabethan era, “Hamlet” reflects the cultural and political changes of the time, including the Renaissance and the rise of humanism. Shakespeare’s Life and Works: Understanding Shakespeare’s life and other works can provide valuable insights into “Hamlet,” one of his most complex plays. Character Analysis: The guide examines key characters like Hamlet, Claudius, Gertrude, Ophelia, Polonius, Laertes, Horatio, and King Hamlet’s ghost, highlighting their complexities and roles in the narrative. Language and Style: Shakespeare’s use of soliloquies, wordplay, and vivid imagery enhances the play’s emotional and intellectual impact. Study Strategies: Effective study strategies include close reading, performance analysis, discussion, and consulting secondary sources to deepen understanding. Look out for my other resources on Hamlet as well.

This is an introduction to the complex topic of Law and Justice. It is designed to be distributed to students and it includes questions and activities and also provides a “model answer” to a common question on the topic. The Handout is structured as follows: Definitions of Justice: Justice is associated with fairness, equality, and the proper administration of the law, with various perspectives provided by philosophers like Aristotle, Bentham, Rawls, and Nozick. Aristotle’s View: Aristotle divides justice into distributive justice, concerning the fair allocation of resources, and corrective justice, dealing with rectifying wrongs. Bentham’s Utilitarian Approach: Bentham’s utilitarian idea of justice aims to achieve the greatest happiness for the greatest number, though it has limitations. Rawls’s Theory: Rawls emphasizes fairness and equality, focusing on protecting the least advantaged members of society. Nozick’s Conservative View: Nozick offers a conservative alternative, focusing on individual rights and the minimal state. Case Studies: Several case studies illustrate the complexities of achieving justice, highlighting issues such as disproportionate punishments and the ethical implications of severe penalties. Barriers to Justice: Barriers include the unrepresentative legal profession, limited access to legal advice and representation, and biases in the administration of justice. Legal Theories’ Insights: Legal theories provide insights into the relationship between law and justice, with various definitions highlighting different dimensions like formal/procedural justice and substantive justice.

This is a 10-page student Handout written by an experienced A Level Law Examiner, which has been tried and tested with many groups and across many years. The Handout covers the topic of how morality has influenced the law. It covers such topics as the different theories of law and the ideas of legal theorists and looks at how practical examples from recent times, such as the Discrimination Act, was influenced by morality. An essential aid to the topic for any students/teachers of morality and law.

Written by an experienced Law Examiner, this set of student notes on “Views on Morality” is invaluable any any students and teachers of A Level Law. The Handout explores the relationship between law and morality, focusing on the Hart-Devlin debate and various legal theorists’ views. Hart vs. Devlin on Law and Morality: Hart argued that law should remain separate from morality, while Devlin believed law should enforce moral standards. Sources of Morality: Morality can be influenced by family, media, religion, and education, and while some aspects can be enforced, others cannot. Paternalist vs. Liberal Views: Paternalists argue that law should guide and protect people, while liberals believe law should not interfere in private lives. Functions of Law: Summers and Raz identified practical functions of law such as providing remedies, prohibiting harmful conduct, and settling disputes. Hart’s Distinction Between Legal and Moral Rules: Hart distinguished legal rules, which can be changed and enforced by authorities, from moral rules, which are subject to social pressure and personal sacrifice. Fuller’s Guidelines for Law: Fuller proposed that laws should be well-considered, known, understandable, consistent, and not require the impossible, among other criteria.

This is a 9-page student Handout, written by an experienced Law Examiner, which provides a guide as to what to include when answering questions on law and morality. The Handout discusses legal cases involving the intersection of law and morality, focusing on battered women who kill violent partners and the withdrawal of life support from comatose patients. Sara Thornton’s Case: Sara Thornton’s murder conviction was quashed after arguments that her violent husband provoked her, highlighting the recognition of “battered women’s syndrome” in legal defenses. Law and Morality: The document explores the relationship between law and morality, referencing debates and cases such as R v R, which questioned the legality of marital rape, and the evolving legal perspectives on moral issues. Tony Bland’s Case: Tony Bland’s case involved the withdrawal of life support for a Hillsborough disaster victim in a persistent vegetative state, marking a significant legal decision on medical treatment and end-of-life issues. This is designed for the AQA Specification but could be used with any students studying the topic of law and morality.

This 5-page Handout or Worksheet consists of revision questions on the topic of Law and Morality. Written by an experienced Law Examiner, it wraps up the study of the topic and ensures that students also undertake some research (on the Bulger case) as well. Designed for the AQA Specification, this Worksheet can be used with any students undertaking study of this vital topic.

This is a 22-page student Handout/Worksheet on the various theories of Justice. Written by an experienced Examiner in Law and used with classes with excellent results. A summary of the Handout is below: The document discusses various legal cases and theories of justice, exploring different perspectives on fairness and legal principles. Case of Reeves: Two men convicted of receiving stolen goods received different sentences; one was fined £25 in the Magistrates’ Court, while the other, who elected for a jury trial, was sentenced to nine months in prison but was released after serving three months due to the perceived disparity in sentencing. Perelman’s Justice Theories: C. H. Perelman identified six meanings of justice, including formal and substantive justice. His ideas emphasize the importance of following correct procedures and ensuring that the rules themselves are just. Beycan Case: The Court of Appeal quashed Beycan’s conviction for supplying heroin because he was not informed of his right to legal advice, violating Perelman’s principles of justice. Promissory Estoppel: Lord Denning introduced the concept of promissory estoppel in the case of Central London Property v High Trees House to ensure substantive justice, preventing a party from going back on a promise if others have relied on it in good faith. Aristotle’s Justice: Aristotle’s theories of distributive and corrective justice are illustrated through cases like Jebson v Ministry of Defence and Beswick v Beswick, emphasizing proportionate compensation and restoring balance. Utilitarianism: Utilitarianism, associated with Jeremy Bentham and John Stuart Mill, focuses on maximizing happiness for the greatest number, but it faces criticism for potentially justifying immoral acts if they increase overall happiness. John Rawls’ Theory: John Rawls’ theory of justice emphasizes fairness through the ‘veil of ignorance’ and includes the principles of liberty and the difference principle, which aims to benefit the least well-off members of society. The Handout contains questions and exercises throughout and gives a thorough examination of the topic.

A 26-page student Handout which represents everything students need to know about Substantive, Procedural Justice and Equity. Written by an experienced Examiner and delivered to his classes successfully over many years. The document explores various aspects of justice, including substantive and procedural justice, equity, and the role of judicial review in holding public bodies accountable. Substantive Justice: Substantive justice examines the content of laws and measures them against fundamental principles like fairness and morality. Equity in Law: Equity fills gaps in common law by providing remedies where common law is insufficient, as illustrated by historical cases and principles. Equitable Remedies: Equitable remedies include freezing injunctions, search orders, and orders of specific performance, which compel defendants to act or refrain from certain actions. Case Study: Ryan Giggs: Ryan Giggs sought an injunction to prevent the publication of private information, highlighting the complexities and breaches of such orders. Case Study: Tinsley v Milligan: The case illustrates the tension between equitable ownership and illegal actions, with the House of Lords ruling in favor of Milligan despite her fraudulent behavior. Damages in Civil Law: Damages aim to restore the claimant’s financial position, with special and general damages addressing specific and non-specific losses respectively. Judicial Review: Judicial review allows courts to assess the lawfulness of public body decisions, serving as a critical check on governmental power. Controversy Over Judicial Review Reforms: Proposed reforms to judicial review have sparked debate, with critics arguing that they undermine the ability to hold the government accountable.

A 7-page student Handout/Worksheet on the defence of loss of control. Written by an experienced Law Examinaer and used with many groups and classes across the years. The Handout is structured as follows: This defence, along with diminished responsibility, can reduce a murder charge to voluntary manslaughter if successfully pleaded. It replaces the old defence of provocation and is outlined in the Coroners and Justice Act 2009. A person (D) is not convicted of murder if: D’s actions resulted from a loss of self-control. The loss of self-control had a qualifying trigger. A person of D’s sex and age, with normal tolerance and self-restraint, might have reacted similarly. The Act provides guidelines for these points, with cases from the old provocation defence serving as illustrations. If D shows evidence of loss of control, the prosecution must disprove it. Key Cases: Doughty: D killed his baby due to continuous crying. The Court of Appeal quashed his murder conviction, stating provocation should have been considered. Thornton: D, a battered wife, killed her husband. The Court recognized ‘battered wife syndrome’ and quashed her murder conviction. Ahluwalia: D killed her abusive husband after hours of contemplation. The defence of provocation was accepted on appeal. Ibrams: D planned and killed V after a week of provocation. The defence failed as D had time to cool off. Humphreys: D, a prostitute, killed her abusive pimp. The Court of Appeal allowed her characteristics to be considered in the defence. The defence is not available if D acted out of revenge or had time to cool off. Certain characteristics, like age and sex, are relevant in assessing if a hypothetical person would act similarly. However, temporary states of mind or mood are not considered relevant characteristics.

This is a 6-page Handout/Worksheet (1669 words) for the EDEXCEL Politics Specification written by an experienced Examiner in Politics. The document provides a comprehensive analysis of Margaret Thatcher’s time as Prime Minister of the United Kingdom from 1979 to 1990. It covers her significant economic, social, and political transformations, focusing on key policies, achievements, and controversies. The analysis delves into her economic reforms, including monetarism and privatization, and their impacts on inflation, unemployment, and public accountability. It also examines her social policies, particularly her contentious relationship with trade unions and the “Right to Buy” housing scheme. Additionally, the document discusses her foreign policy, highlighting the Falklands War and her role in the Cold War. The legacy and controversy section evaluates the long-term effects of her policies on the UK’s economy, society, and political landscape, noting the ongoing debates about her impact. It also contains 6 differentiated questions on Margaret Thatcher and her legacy which could also form the basis of a debate on her record in office.

This is a 9-page student handout or worksheet on the topic of the reform of the law on murder and voluntary manslaughter. It is designed for the AQA Specification but can be used with any Specification requiring a knowledge of reform of the law. The handout discusses the need for reform in the laws governing murder and voluntary manslaughter, highlighting criticisms and proposed changes. Criticisms of Current Murder Law: The current law on murder is criticised for its handling of intent, self-defence, and the mandatory life sentence. Issues with Intent: Establishing intent can be problematic, especially when the primary intent was not to kill but to cause serious bodily harm. Proposals for Intent: A draft criminal code proposed in 1989 aimed to clarify the definition of murder by including awareness of causing death as part of the intent. Self-Defence Concerns: The all-or-nothing approach in self-defence cases is seen as unjust, with defendants either acquitted or sentenced to life imprisonment. Mandatory Life Sentence Issues: The mandatory life sentence for murder is criticized for not allowing judges to consider the seriousness of the killing and for leading to inappropriate manslaughter verdicts. Reform Suggestions for Sentencing: Suggestions include making life sentences discretionary or introducing different degrees of murder with varying sentences.

This is a 10-page student handout or worksheet on the topic of the reform of the law on non-fatal offences. It includes review questions at the end and will take around 75 minutes to teach. It is designed for the AQA Specification but can be used with any Specification requiring a knowledge of reform of the law. The Handout is structured as follows: The law on non-fatal offences is widely criticized and in need of reform. Academics, judges, and practitioners have highlighted issues such as outdated language, complex structure, and inconsistent sentencing. The Law Commission has proposed reforms to simplify and modernize the law, including clearer definitions and a more logical hierarchy of offences. Despite these proposals, significant changes have yet to be implemented. Review questions at end of Handout.

This is a 16-page student Handout and activity sheet which covers a vital topic in A2 Law. Written by an experienced Examiner and used with his classes over the years. Here’s a summary of the document: The Handoutt discusses the relationship between law and morality, focusing on the Sexual Offences Act (1967) and the case of DPP v Knuller (1972). It explores how legal decisions reflect societal changes and moral debates. Sexual Offences Act (1967): The Sexual Offences Act (1967) partially decriminalized homosexual acts between consenting adults over 21 in private, following the recommendations of the Wolfenden Report (1957). Wolfenden Report: The Wolfenden Report recommended decriminalizing private homosexual acts between consenting adults over 21, sparking significant public debate and influencing the Sexual Offences Act. Homosexual Law Reform Society: The Homosexual Law Reform Society, founded in 1958, aimed to persuade Parliament to reform laws on homosexuality, highlighting the societal shift in moral values. Law Lords’ Decision: In DPP v Knuller, the Law Lords upheld the conviction for conspiracy to corrupt public morals but quashed the conviction for outrage public decency, citing the need to consider contemporary standards. Case of Re A (Children): The case of Re A (Children) involved the separation of conjoined twins, with the Court of Appeal deciding based on the lesser of two evils, emphasizing the moral complexities in legal decisions. Pretty and Purdy Cases: The cases of Pretty and Purdy addressed the issue of assisted suicide, with courts emphasizing that changes to the law are a matter for Parliament, not the judiciary.

An 8-slide Powerpoint presentation which introduces students to the rituals and traditions of Bonfire Night in the UK. Invaluable as an aid to teachers delivering an assembly or perhaps an history lesson or even citizenship or a tutorial. Includes Speakers’ Notes and a 10-question quiz at the end. The Powerpoint includes: Gunpowder Plot: The Gunpowder Plot of 1605 was a failed assassination attempt against King James I by a group of conspirators led by Guy Fawkes. Bonfire Night: Bonfire Night is celebrated on November 5th to commemorate the failure of the Gunpowder Plot. Traditions: Key traditions include lighting bonfires, setting off fireworks, and burning effigies of Guy Fawkes. Food and Drink: Traditional foods and drinks include toffee apples, roasted chestnuts, and mulled wine. Taught to many groups of students across a range of years. An invaluable guide to Bonfire Night in the UK!

One lesson of around 60 minutes duration. Use as an Introduction to the play OR as a revision aid when the play has been studied. 6 pages. This Guide is designed for students and teachers of the play and has been written by an experienced Examiner. Used with many students across the years. Here’s a summary of the document: This study guide for AQA English Literature GCSE covers William Shakespeare’s “Romeo and Juliet,” providing an overview of the plot, characters, themes, and potential examination questions. Main Characters: The main characters include Romeo Montague, Juliet Capulet, Friar Laurence, Mercutio, Tybalt Capulet, the Nurse, Paris, Prince Escalus, Lord and Lady Capulet, and Lord and Lady Montague. Character Development Questions: Potential examination questions explore the development of characters such as Romeo, Juliet, and Friar Laurence, focusing on their growth, decisions, and impacts on the plot. Themes and Motifs: Key themes include fate versus free will, light and darkness, and conflict. Examination questions may ask students to analyze these themes and their significance. Context and Interpretation: Questions may address the social and historical context of Verona, gender and societal expectations, and the significance of the play’s ending. Literary Devices: Students might be asked to identify and analyze dramatic irony, foreshadowing, and poetic language used in the play. Conclusion of Study Guide: The guide emphasizes understanding the plot, characters, and themes for a deeper analysis and appreciation of “Romeo and Juliet”. *** Example Examination Question: An example question provided in the guide discusses the development of Romeo’s character, with a detailed plan on how to structure the answer.**