4 differentiated lessons that cover chapter 3 of Animal Farm and aims to build skills required to access the GCSE language and literature papers. Structure strips included to help students to write better responses Exam links - Paper 2 question 4 comparison practice - compare the perspectives of Boxer and Benjamin about life on the farm - Paper 1 and 2 language practice - analysing Orwell's use of language to present Squealer as an effective propagandist Resources also provide opportunity to: - explore propaganda - analyse language - compare perspectives - compare life on the farm under human and pig rule - write persuasively - use structure strips to structure effective responses - use the what how why method for analysis as PEE is too restrictive - use the acronym PEDAL (for lower ability) to help structure responses - select judicious quotations - analyse writer's methods (techniques and word classes) Differentiation: purple = lower blue = middle yellow = higher

A Differentiated resources to support the exploration of gun culture following the recent attack in Las Vegas. (October 2017) Resource provides opportunities to: - compare gun culture statistics in UK and USA - compare Obama's speech on gun culture with Trump's election campaign speech - explore the events in Las Vegas - write a formal letter of argument on the subject - Analyse the effectiveness of Obama's speech - Analyse language - Use 'what, how, why?' instead of PEE Differentiation: purple = lower blue = middle yellow = higher

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit n the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 2 scene 3 The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from stave 1.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 10.

Fully differentiated resources to support the teaching of Dulce et decorum est by Wilfred Owen for KS3. Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunity to: - explore context - analyse language form and structure - self and peer assess

Resource to support the revision of A Christmas Carol and how to form exam responses to an extract from the novel and make links to the novel as a whole. These resources provide opportunities for carousel activities whereby students read 4 extracts from the novel and make notes to form an exam response. Students will consider other parts of the text as part of their answer. 4 extracts included

Resource s to support the revision of Animal Farm for GCSE with reference to the AQA literature paper Resources provide opportunities to: - revise characters - revise themes - structure a response to the question - mark a sample response

Resource to support the revision of A Christmas Carol and how to form exam responses to an extract from the novel and make links to the novel as a whole. Meticulously planned and differentiated. purple = lower ability blue = middle ability yellow = higher ability These resources provide opportunities for carousel activities whereby students read 4 extracts from the novel and make notes to form an exam response. Students will consider other parts of the text as part of their answer.

A well planned lesson that results in students writing a formal argument for a broadsheet newspaper. Students will consider a range of statements and determine whether they are for or against and will justify their opinions. Students will have an example argument modelled to them and will unpick the success criteria within the example. Students will then use this as a basis for their own argument.