40 revision cards with questions on one side and answers on the other to make revision fast and simple. This resource is best used in a small index card folder/organiser.** (As seen in the image) ** Based on the Leitner method, the idea is simple: the further the card goes back in the folder: the more secure the information is in long term memory. A card can only move back a position if you correctly answer the questions on the card. If at any point you do not answer a card correctly enough, the card must return to section 1 regardless of how far back it went. This is because it needs to be re-studied. Quotation cards There are 3 questions on each card: a ‘who’ question, a ‘what’ question and a ‘why’ question. Knowledge cards. These cards test knowledge of either subject terminology or the text itself. Subject terminology cards include questions on the definitions of language devices, sentence types and word classes as well as specific terminology. Knowledge cards include questions about context, plot, character and theme. Getting started Create 6 sections in your ‘Lightning Revision’ folder. Place all/some cards in section 1 at the front of the folder. Follow the timetable card **(photo attached) **which tells you which of the sections you should revise each day. You’ll revise section 1 every day because cards in this section are the ones that you are least secure with. If you answer correctly enough: move the card to the next section. If you aren’t happy that you answered correctly enough then move the card back to section 1. (Regardless of how far back in the folder it was.) **The Science bit: the better the mastery: the less frequent the practice. ** ‘Lightning Revision’ works using the principle of ‘spaced learning.’ Research shows that after studying something: within one hour, you will have forgotten an average of 50% percent of the information. Within 24 hours, you have forgotten around 70% and within a month, this increases to 90%. By spacing out the studying and by returning frequently to the material we want to remember, we increase our chances of committing it to long term memory. Instead of ‘cramming,’ the simple act of spacing out revision in instalments, and allowing time to elapse between them makes the learning and memory stronger. This resource has been created to help information that you have revised stay within your long term memory. In this system, we revise information that we are insecure with more frequently. 2 versions included: Print - fold horizontally - cut them up and you’re ready to go! Print back to back and you;re ready to go.

A series of lessons attached that explore ‘Simon Lee: The Old Hunstman.’ Lessons include: inference skills comparing perspectives with model answers do now activities exploration of moral and links to the corona virus pandemic and random acts of kindness article writing

Resources to support the revision of 'An Inspector Calls' for new specification GCSE Includes: - sample responses - step by step guide to structuring an analytical paragraph - sample exam question - carousel opportunity to expose students to a range of possible questions for them to discuss and annotate - general revision of plot, character and context

10 key quotations from Jekyll and Hyde, each with an accompanying image to help stduents remember them. Perfect as a starter where students use the given quote and image to write an interpretation.

A booklet created to encourage students to plan their TV game show effectively ahead of the examination.

Differentiated resources to support the teaching of Animal Farm chapter 4. Differentiation: purple = lower blue = middle yellow = higher These resources provide opportunities to: - explore context - the domino effect - write to argue - use structure strips to structure an effective argument - debate - explore characterisation - explore theme - analyse writer's methods - write a newspaper report on the battle of the cowshed - study an example argument (band 4 on mark scheme for writing)

2 pages of quiz cards for the power and conflict poetry to use as part of revision with answers. Each question has a quotation and requires students to: 1. identify the poem 2. identify a technique used by the poet 3. Answer a deeper question relating to the effect of the technique When printed off and photocopied back to back each card will have the answer on the reverse. I use these in folders (as shown in the image attached) and students spend the first 5-10 mins of certain lessons revising silently. Every correctly answered question moves a step back in the folder. Any question answered incorrectly moves back to the front. This is known as the Leitner method for retaining knowledge as part of regular testing. The Leitner method dictates which sections of the folder should be revised. The rota for his is also attached.

3 pages of quiz cards for An Inspector Calls to use as part of revision with answers. Each question has a quotation and requires students to: 1. identify who said it 2. identify a technique used by Priestley 3. Answer a deeper question relating to the effect of the technique When printed off and photocopied back to back each card will have the answer on the reverse. I use these in folders (as shown in the image attached) and students spend the first 5-10 mins of certain lessons revising silently. Every correctly answered question moves a step back in the folder. Any question answered incorrectly moves back to the front. This is known as the Leitner method for retaining knowledge as part of regular testing. The Leitner method dictates which sections of the folder should be revised. The rota for his is also attached.

3 pages of quiz cards for Jekyll and Hyde to use as part of revision with answers. Each question has a quotation and requires students to: 1. identify who said it 2. identify a technique used by Stevenson 3. Answer a deeper question relating to the effect of the technique When printed off and photocopied back to back each card will have the answer on the reverse. I use these in folders (as shown in the image attached) and students spend the first 5-10 mins of certain lessons revising silently. Every correctly answered question moves a step back in the folder. Any question answered incorrectly moves back to the front. This is known as the Leitner method for retaining knowledge as part of regular testing. The Leitner method dictates which sections of the folder should be revised. The rota for his is also attached.

2 lessons to support the teaching of the context of Macbeth before reading the play Includes: - Shakespeare facts activity - imaginative writing - group work carousel opportunity

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.

Differentiated resources to support he teaching of chapter 2. Differentiation: purple = lower blue - middle yellow - higher Resources provide opportunities to: - Analyse Steinbeck's presentation of character - Self / peer assess against GCSE mark scheme - Rag rate own performance against mark scheme criteria - explore character and theme - Analyse writer's methods

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 3.

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 3.

2 fully differentiated and meticulously planned lessons to explicitly teach AQA English language paper 2 question 2. The lessons start from scratch and provide opportunities for teachers to assess student ability and work out where their areas for development are. Students can then be pointed in the direction of a particular task that will help to plug the gaps in their understanding and climb the mark scheme. Lesson 1 focusses on inference and making connections between texts. Lesson 2 focusses on the synthesis of texts - writing a summary of differences Texts used: 1. Mail online article about a spoilt child 2. 19th century extract from 'Walks in and around London' Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - read 2 texts - synthesise - make connections - identify differences - make inferences - use the mark scheme - self and peer assess - work on target grade specific tasks

3 differentiated lessons tha explore: 1. Out of the blue by Simon Armitage 2. President Bush's speech to America following the 9/11 terror attacks Resources provide opportunities to: - develop a personal response to the poem - analyse language used in both texts - compare texts - explore the context of the 9/11 attacks on New York - compare the 2 perspectives of the writers Differentiation: purple = lower blue = middle yellow = higher

These resources are designed to get students comparing non fiction texts on the theme of attractions using a leaflet for Lighwater Valley and an Independent article on Nemesis sub terra. (Texts included as PDF) Lessons are differentiated by colour: purple = lower ability blue = middle ability yellow = higher ability Also lessons to support students in creating their own non fiction texts on the topic of UK attractions.