Resources to support the teaching of Romeo and Juliet act 1 scene 5 with a focus on comparing Shakespeare's original with Luhrmann's modern 1996 interpretation. Lessons are fully differentiated by colour and numbered for ease of use. These resources provide opportunities to: - Compare interpretations of act 1 scene 5 - Analyse language, form and structure of two interpretations - Analyse dramatic irony - Practice structuring exam responses - Explore context - Explore how different audience may interpret the scene

A walking talk mock (power point presentation and student work booklet) to build skills for AQA English language paper 2 question 5. The resource: explores the mark scheme explores examiner feedback explores stronger and weaker answers provides exemplar student answers with annotations explores ethos, logos, pathos as a method for persuasion provides an effective sample structure provides a step by step approach to creating an impactful response

A Walking talking mock that uses the AQA examiner feedback from summer 2023 to guide students through a process of planning and then writing answers/essays in response to Romeo and Juliet. Power point (42 slides) and student work booklet included. This resource focuses on helping students to: plan their response consider the text chronologically embed context rather than bolt it on at the end consider how themes can be context rather than just Historical events create thesis statements consider the texts as constructs Exam question used in this resource: relationships between older and younger characters Model answers included.

A Walking talking mock that uses the AQA examiner feedback from summer 2023 to guide students through a process of planning and then writing answers/essays in response to the Jekyll and Hyde question. Power point (40 slides) and student work booklet included. This resource focuses on helping students to: plan their response consider the text chronologically embed context rather than bolt it on at the end consider how themes can be context rather than just Historical events create thesis statements consider the text as a construct Exam questions used in this resource: sympathy for Jekyll# Model answers included.

A Walking talking mock that uses the AQA examiner feedback from summer 2023 to guide students through a process of planning and then writing answers/essays to the ‘Macbeth’ question. Power point (37 slides) and student work booklet included. This resource focuses on helping students to: • plan their response • consider the text chronologically • embed context rather than bolt it on at the end • consider how themes can be context rather than just Historical events • create thesis statements • consider the texts as a construct Exam questions used in this resource: Macbeth’s violence Model answers included. Additional exam question used: Macbeth and Banquo’s attitude towards the super natural.

3 fully differentiated and meticulously planned lessons to explicitly teach AQA English language paper 2 question 3. 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 the selection of judicious evidence Lesson 2 focusses on the effect of language Lesson 3 focusses on language analysis 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 - use structure strips to form better analytical paragraphs - select judicious evidence - use the mark scheme - self and peer assess - teacher assess - develop perceptive comments - work on target grade specific tasks - explore how language makes you think, feel etc. - Analyse the effect of language - improve a sample response - grade sample responses

15 key quotations from A Christmas Carol, each with an accompanying image to help students remember them. Perfect as a starter where students use the given quote and image to write an interpretation. Also great as part of a display.

Fully differentiated lessons to support the teaching of 'Checking out me history' by John Agard. 2 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration Differentiation: purple = lower ability blue = middle ability yellow - higher ability

Fully differentiated resources (by colour) to support the teaching of Music videos for GCSE. Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore the history of music videos - analyse music videos - explore the audience of music videos - explore and create audience profiles - present ideas for a new music video - explore the mark scheme for assignment 3 - explore music video genre - explore camera angles

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

14 key quotations from Animal Farm, each with an accompanying image to help students remember them. Perfect as a starter where students use the given quote and image to write an interpretation. Also great for use as part of a display.

A selection of activities that make links to other literature texts whilst studying the poetry in an effort to help student retention of previously studied texts. Activities make links to: An Inspector Calls Romeo and Juliet Each activity takes a theme that is evident in a particular poem and encourages students to make connections with the same theme in other texts that have been studied.

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 6.

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 9.

A CPD presentation that introduces the strategies of: presenting new information in small steps modelling scaffolding This presentation is aimed at re-introducing teachers to these important elements of Rosenshine’s principles of instruction and includes some examples of how this may look in the classroom.

A revision scheme of work on Jekyll and Hyde for the 9-1 English literature course. The scheme follows an extract booklet of 10 key extracts with lots of differentiated tasks for students to complete based on each one. The scheme allows students to revise the text and apply the necessary skills for the exam. Also included: structure strips sample exam questions extract booklet work sheets including tension graphs peer/self assessment sticker template

This resource contains 5 lessons in the form of a knowledge work book for Act 1 scene 2 of The Tempest with particular focus from when Ariel enters the scene. The lessons deal with Prospero as a leader and how he treats those in his charge. Each lesson begins with a ‘do now’ knowledge quiz. (Answers included) Over the course of 5 lessons students will: Read and understand complex material surrounding ‘colonisation’ Retain key knowledge Use art to draw conclusions about character Annotate extracts for language devices and inferences Analyse Shakespeare’s presentation of Prospero Draw similarities and differences between the ways he treats Ariel and Caliban Effectively plan an argument Write an effective argument

Rather than differentiation, many schools are thinking more in terms of scaffolding in the current climate. The attached documents include: a ppt used for CPD a guidance document containing a range of strategies that can be used to scaffold work for children.

As many schools move in the direction of a knowledge based curriculum there has become a need in developing a more challenging and complex curriculum that builds effectively to ensure students grasp the key concepts in a given subject. This resource has been used in staff training and covers the following areas: Determining what it means to study each subject and why it is an important subject to study Ascertaining what is meant by a key concept Exploration of why students should be given the most important knowledge Determining the key concepts and sub concepts that make up a subject Mapping key concepts across a LTP Justifying and articulating how students encounter each concept/sub concept and how the complexity increases as they journey through the curriculum Exploration of the curriculum as the progression model All content is based on educational research and researchers have been referenced.

A complete walking talking mock for AQA English language paper 1 and paper 2. Includes a student booklet containing model answers, exam tips and opportunity for students to practice annotation and structuring answers to the questions. This resource uses the June 18 AQA English language inserts. A power point is included to guide students through the mock.