After extensively searching the internet for suitable, skills-based resources for Key Stage 3, I decided to create my own booklet. This comprehensive resource spans over 70 pages and includes 18 lessons, all designed to focus on essential skills while being easily adaptable to meet the diverse needs of your classes. The lessons are structured in sets of three: A fiction-based lesson emphasising comprehension skills. A nonfiction lesson that explores a variety of non-fiction texts. A writing lesson that complements the non-fiction study. I believe the non-fiction and writing lessons work particularly well together, providing a cohesive learning experience for students. **PLEASE NOTE THE FIRST 10 LESSONS COME FROM ANOTHER BOOKLET ON MY TES SHOP. ** [https://www.tes.com/teaching-resource/resource-13127248]

This 15 page booklet includes ‘Do Now’ activities focused on SPaG. The activities link to literature texts such as: Macbeth An Inspector Calls Students spend the first 5 minutes of the lesson recalling SPaG rules and spellings before the content of the main lesson. Based on retrieval.

The attached PowerPoint lesson titled “Regret and Redemption” explores the themes of regret and redemption as experienced by Ebenezer Scrooge in Stave 2 of Charles Dickens’ “A Christmas Carol.” Here is a brief summary: Do Now Activity: Students define the term “redemption” and reflect on its meaning and origins. They consider how Scrooge begins to show signs of redemption in Stave 2, supporting their points with quotations from the text. Exploring Quotations: Students read an extract from Stave 2 and identify three quotations that illustrate Scrooge’s regret and potential for redemption. They analyze these quotations in pairs, discussing their significance and the literary techniques used by Dickens. Detailed Quotation Analysis: Specific quotations are provided for in-depth analysis: Quotation 1: Scrooge’s emotional response to the possibility of having a family. Quotation 2: Scrooge’s plea to be removed from a painful memory. Quotation 3: The symbolism of light representing transformation and hope. Success Criteria: Students are given a success criteria checklist to guide their analysis. They need to: Make clear points about Scrooge’s presentation. Support their points with relevant evidence. Explain the significance of the evidence. Zoom in on keywords or techniques and explain their purpose. Link their analysis to broader themes such as poverty, social responsibility, and generosity. Task: Using the analysed quotations, students answer a question about how Dickens uses Scrooge’s reactions to explore themes of regret and redemption. They consider to what extent Scrooge’s redemption in Stave 2 is genuine or merely a temporary emotional reaction. Overall, the lesson focuses on understanding and analysing the development of Scrooge’s character through themes of regret and redemption, encouraging students to engage deeply with the text and Dickens’ intentions.

This English Language Paper 1 Booklet has been created using in-depth knowledge of exam board marking criteria to develop resources that pupils can complete independently. Aimed at helping students achieve a grade 4 pass, this booklet provides targeted exercises and practice materials that align with exam expectations, ensuring students gain the skills and confidence needed to succeed. The booklet specifically focuses on Section A: Comprehension and Section B: Story Writing, providing structured guidance and practice for each area. For Section A, students will find a variety of reading passages accompanied by questions that hone their analytical and interpretive skills, mirroring the types of texts and queries found in the actual exam. For Section B, the booklet offers prompts and planning tools to help students craft compelling narratives, emphasizing essential elements such as structure, character development, and descriptive language. This dual focus ensures a comprehensive preparation, equipping students with the necessary tools to excel in both comprehension and creative writing tasks.

This English booklet is designed to assist with absence and provide necessary coverage. The lessons can be taught individually or as a cohesive series. Each series focuses on a fictional text, a nonfiction text, and a writing activity. The booklet contains 10 hours of lessons and will be part of an ongoing resource. Originally created for KS3 skills, it can easily be adapted for KS4.

The lesson focuses on understanding the character of Fezziwig in Charles Dickens’ “A Christmas Carol” and how he serves as a foil to Ebenezer Scrooge. Key components of the lesson include: Initial Reflection: Students are prompted to think about the importance of having a role model or mentor, who might be a mentor to Scrooge, and what qualities make a good role model/mentor. Character Analysis: The lesson explores why Dickens included Fezziwig in the story, highlighting Fezziwig’s positive traits to underscore Scrooge’s negative qualities. This contrast serves to emphasize the potential for Scrooge’s redemption. Comparison Activity: Students are asked to read an extract and compare Fezziwig and Scrooge’s attitudes toward work, celebration, and their relationships with employees. This comparison is facilitated through questions and a Venn diagram activity. Key Themes: The notes provide a detailed comparison between Fezziwig and Scrooge, contrasting their generosity, warmth, value of human relationships, and influence on others, with Fezziwig embodying the Christmas spirit and Scrooge representing its antithesis. Vocabulary and Extract Analysis: Vocabulary related to the text is provided, and an extract from the story is analysed to illustrate Fezziwig’s character and his impact on the festive spirit. By examining Fezziwig’s character, students gain insights into the themes of generosity, community, and the transformative power of kindness, all central to Dickens’ novella.

A booklet designed to educate students on war poetry, particularly from World War I. Lesson 1 – ‘Who’s for the Game?’ by Jessie Pope: Lesson 2 – ‘Dulce Et Decorum Est’ by Wilfred Owen: Lesson 3 – Comparing Poetry: Lesson 4 – ‘Suicide in the Trenches’: Lesson 5 - ‘The Manhunt’ Lesson 6 -‘August 6, 1945’

This lesson focuses on the reading of Stave 2, including some analysis of key quotations and exploring Dickens’ intentions. The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

This lesson focuses on the reading of Stave 4, including some discussion on the Ghost. The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

As a current EDUQAS examiner with experience marking both Paper 1 and Paper 2, I have created a comprehensive resource that includes exam tasks for Section A and Section B, along with top tips for success. This booklet can be adapted to suit the needs of classes.

Focus on understanding Scrooge’s view on poverty in “A Christmas Carol.” Do Now Activity: Summarise the connection between Thomas Malthus’ ideas and Scrooge’s views on poverty. Write answers on whiteboards and reveal them on cue. Discussion: Discuss common viewpoints on poverty today. Link societal views today to Scrooge’s views in “A Christmas Carol.” Contextual Analysis: Analyse Scrooge’s quote, “It’s not my business,” reflecting Victorian attitudes towards poverty and laissez-faire economics. Discuss Dickens’ intentions to critique these views through Scrooge’s transformation. Context: Prisons and Workhouses: Overview of harsh conditions in Victorian workhouses and prisons. Discuss how Scrooge’s initial endorsement of these institutions reflects common Victorian attitudes. Highlight Dickens’ critique through Scrooge’s eventual transformation advocating compassion and social responsibility. Quotation Explosion: Analyse quotes showing Scrooge’s changing attitude towards the poor. Link comments to the broader context of “A Christmas Carol.” Reflection: How does Scrooge’s transformation encourage us to rethink wealth, poverty, and compassion?

Focus on understanding poverty through the Cratchit family in “A Christmas Carol.” Do Now Activity: Label an image of the Cratchit Christmas. Reflect on why Dickens included the Cratchit family. Main Task: Examine consequences of rapid urbanisation during the Victorian Era. Discuss how the Cratchit family’s situation reflects the realities of many working-class families. Explore how the Cratchit family’s home reflects living conditions of the poor. Discuss how Dickens critiques social and economic disparities through the Cratchit family. Independent Exploration: Study an extract from “A Christmas Carol.” Answer questions related to the extract. Discussion on Malthusian Views: Overview of Thomas Malthus’ theory on population and poverty. Link Scrooge’s attitudes towards the poor to Malthusian and social Darwinist views.

This series of three lessons, designed for students who have completed reading An Inspector Calls, centers on enhancing speaking and listening skills. Students will prepare and deliver their own speeches on social issues, drawing inspiration from the themes explored in the play.

This lesson resource delves into the historical and social context of Charles Dickens’ A Christmas Carol, focusing on Dickens’ life, the theme of poverty, and the Industrial Revolution. It includes comprehensive handouts with glossaries to aid student understanding. This FREE resource is part of an ongoing Scheme of Work. I will attach the link to the bundles once they are all uploaded.

This of work is designed as a introductory scheme for Year 9 transition/GCSE. The focus of the scheme is to explore various themes and start to examine key quotations. Focuses on AQA skills but could be easily adapted.