A series of COMPREHENSION QUESTIONS based on the poem ‘London’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

An entire SOW which consists of 20 PPT LESSONS, RESOURCES, a MEDIUM-TERM PLAN and a KNOWLEDGE ORGANISER based on VILLAINS in SHAKESPEARE. Lessons include: Context, Society, Women, Religion and Beliefs, Theatre, Shakespearian Language (Cliches, Insults), Genres, Themes, ‘The Seven Ages of Man’, Protagonist, Antagonist, Tragic Hero which leads into some of Shakespeare’s well-known plays and their VILLAINS: ‘Romeo and Juliet’ (Tybalt), ‘Macbeth’ (Macbeth, Lady Macbeth, The Witches), ‘Hamlet’ (Claudius), ‘The Tempest’ (Caliban) leading up to a Reading Assessment based on an Evaluation of Lady Macbeth (Model PEEZA Paragraph, New Vocabulary, Sentence Starters, Planning Sheet etc). A fantastic SOW for Year 7’s and lower-ability Year 8’s and Year 9’s.

An excellent resource based on Component 1, Section B of the Eduqas GCSE English Language Examination. Particular focus on: Example Examination Questions, Assessment Criteria, Narrative Structures, Sentence Structures and Sentence Starters, Using more SOPHISTICATED Punctuation, Pathetic Fallacy, The 5 Senses, Figurative Language (Similes, Metaphors and Personification), useful NOUNS, ADJECTIVES, VERBS and ADVERBS and a final TICK BOX ASSESSMENT sheet for students to use for their own writing and PEER ANALYSIS. Includes various TASKS and CHALLENGES for students to practise using all these ESSENTIAL CREATIVE WRITING TECHNIQUES and produce successful response to Component 1, Section B of the Eduqas GCSE English Language Examination.

A detailed REVISION BOOKLET based on the play ‘Blood Brothers’ by Willy Russell with reference to the new EDUQAS GCSE Literature Syllabus, Component 2 – Post 1914 Prose/Drama - Section A. This includes detailed SUMMARY NOTES on both ACT 1 and ACT 2, the MAIN THEMES, the MAIN CHARACTERS, the NARRATOR’S ROLE, EXAM TIPS and a SAMPLE QUESTION together with a number of related ACTIVITIES to test students’ UNDERSTANDING of the play as a whole.

ANOTHER EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on ‘THEFT’ and includes a 21st CENTURY NEWS ARTICLE published in ‘The Guardian’ based on the Grenfell Tower Disaster and a 19th CENTURY LETTER published in ‘The Times’. Includes typical EXAMINATION QUESTIONS based on BOTH texts. Section B focuses on the same THEME and this time, students are expected to write a REPORT and a DIARY ENTRY accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

A selection of SOPHISTICATED VOCABULARY which includes INTERESTING NOUNS, ADJECTIVES, VERBS and ADVERBS to aid students’ CREATIVE WRITING SKILLS. Ideal resources which could be LAMINATED and DISTRIBUTED around the classroom as LITERACY WORD MATS to enable students to produce more successful RESPONSES in any CREATIVE WRITING TASK. Includes a TASK for students to REWRITE an extract using the NEW VOCABULARY. Suitable for both KS3 and KS4.

Another useful powerpoint based on PERSUASIVE LANGUAGE TECHNIQUES. Includes DEFINITIONS and EXAMPLES for each one. A great aid for recognising, understanding and using PERSUASIVE TECHNIQUES in all NON-FICTION TEXTS. Very USER-FRIENDLY and has proved to be most useful for all students preparing, analysing and revising for any ENGLISH LANGUAGE ASSESSMENT or EXAMINATION.

A handy Power Point based on useful VOCABULARY and PHRASES to DESCRIBE the EFFECT of particular EVIDENCE/LANGUAGE in response to the ANALYSIS of any given FICTION and NON-FICTION TEXTS. Aimed at all students at both KS3, KS4 and KS5 Levels in preparation for any READING ASSESSMENT. This will also help to DEVELOP students’ WRITTEN responses in a more STRUCTURED, SOPHISTICATED and INSIGHTFUL way, particularly when creating effective PEE Paragraphs.

COMPREHENSION QUESTIONS based on the well-known PARANORMAL/MYSTERY SHORT STORY: ‘The Hitchhiker’ written by Roald Dahl in 1977. Includes a copy of the story itself. This can also be used as a COMPARISON to either Roald Dahl’s other well-known short story ‘Lamb to the Slaughter’ or Harold Rolseth’s short story ‘Hey You Down There!’ which share similar themes and unexpected twists in their narrative structures.

Great revision resources in preparation for the Eduqas GCSE English Literature (Component 2, Section B - Anthology Poetry) Examination. Particular focus on the poems: ‘The Prelude’ by William Wordsworth and ‘Death of a Naturalist’ by Seamus Heaney. Resources includes PPTs based on each poem and contains detail based on CONTEXT, THE POETS, MEANING, LANGUAGE and STRUCTURAL TECHNIQUES used in each poem. Also includes a detailed and user-friendly step-by-step PPT presentation based on, a SAMPLE QUESTION and an ideal STRUCTURE in response to both PARTS A and B of the examination. In addition, a suggested PLAN, MODEL PARAGRAPH EXAMPLES/RESPONSES and useful COMPARATIVE PHRASES and VOCABULARY to enable students to provide SOPHISTICATED, INSIGHTFUL and SUCCESSFUL written responses which fulfil the ASSESSMENT CRITERIA and OBJECTIVES of the examination.

Another easy-to-follow, fantastic Powerpoint Presentation based on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 10 class in preparation for the GCSE Eduqas English Language Syllabus (Component 2, Section B: Writing Non-Fiction Texts) combined with their study of the play ‘Blood Brothers’ by Willy Russell (Component 2, Section B: Post-1940 Drama). Includes an EXAMPLE of a DIARY ENTRY written by Mickey (after he discovers Linda and Edward’s affair) for students to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Includes thoughtful TASKS and RESOURCES and possible HOMEWORK activities offering a choice of DIARY-WRITING TASKS based on other characters’ thoughts and feelings in the play. Students finally create their own IMAGINATIVE diary writing using the FEATURES and TECHNIQUES they have learnt so far.

A Selection of FICTION and NON-FICTION TEXTS based on the THEME of PARANORMAL ACTIVITY. Suitable for KS3 LEVEL and are geared towards preparing students for KS4 and the EDUQAS GCSE ENGLISH LANGUAGE SYLLABUS (COMPONENTS 1 and 2). Specific focus on A01 simple comprehension questions including a SPAG focused question. Fantastic resources to set as HOMEWORK TASKS or part of SCHEMES OF WORK based on the THEME of PARANORMAL ACTIVITY. Texts include CURRENT ARTICLES based on Dartmoor’s ‘The Hairy Hand’, ‘The Loch Ness Monster’ and ‘Do Ghosts Exist?’ together with the legendary Sir Arthur Conan-Doyle’s personal experiences of PARANORMAL ACTIVITY written in 1930.

A useful aid for students focusing on the EFFECT of particular language devices (both persuasive and descriptive) in given texts. This includes DAFOREST and other common language techniques.

Particular focus on the Eduqas Poetry Anthology poems: ‘The Manhunt’ by Simon Armitage and ‘Mametz Wood’ by Owen Sheers. Resources include a detailed and user-friendly step-by-step Power Point presentation and complimentary worksheets. Both are based on a SAMPLE QUESTION and an ideal STRUCTURE in response to both PARTS A and B of the examination. Includes a suggested PLAN, MODEL EXAMPLES/RESPONSES, useful COMPARATIVE/CONNECTIVE PHRASES and POETIC LANGUAGE TECHNIQUES needed for students to provide SOPHISTICATED, INSIGHTFUL and SUCCESSFUL written responses which fulfil the ASSESSMENT CRITERIA and OBJECTIVES of the EDUQAS GCSE COMPONENT 1 (Section B) LITERATURE EXAMINATION.

An entire SOW which consists of 15 PPT LESSONS, RESOURCES and a KNOWLEDGE ORGANISER based on the theme/topic of ENVIRONMENTAL ISSUES in NON-FICTION READING. Lessons include: GENRE, AUDIENCE, PURPOSE, DAFORREST, INFERENCE, ZOOM, ETHOS, PATHOS, LOGOS, BIAS, STRUCTURAL FEATURES, EFFECT ON THE READER, WRITER’S INTENTIONS, A CORE KNOWLEDGE QUIZ, leading up to a FINAL READING ASSESSMENT based on a ‘HOW’ QUESTION. Resources based on Environmental issues such as: Deforestation, Rising Global Temperatures, Plastic Pollution to name just a few. Includes various NON-FICTION TEXTS (news reports, magazine articles, a blog, an advertisement etc.) and various HOMEWORK TASKS. A fantastic, thought-provoking SOW aimed at Year 9 students but could be adapted to suit all KS3 students.

Various resources with particular focus on the question: ‘How does Dahl show his FEELINGS in the chapter ‘Mrs Pratchett’s Revenge’? Includes the chapter ‘Mrs Pratchett’s Revenge’ together with COMPREHENSION QUESTIONS, selected QUOTES, useful VOCABULARY, a MODEL PEELE Paragraph and a DIFFERENTIATED resource to aid students’ responses in a FINAL READING ASSESSMENT based on Dahl’s feelings. Suitable for KS3 students (high ability Year 7 and low ability Year 8 groups).

Detailed resources and a SOW based on the controversial topic of the DISADVANTAGES and ADVANTAGES of SOCIAL NETWORKING SITES with particular focus on ‘How does the writer persuade the reader that social media has become a distraction for young people?’ Includes a relevant MAGAZINE ARTICLE with COMPREHENSION QUESTIONS, various activities identifying PERSUASIVE LANGUAGE TECHNIQUES, using NEW VOCABULARY, a MODEL PEEZER paragraph, DIFFERENTIATED resources and a final PEER ASSESSMENT ACTIVITY. Suitable for high ability Year 8 and 9 students.

A series of COMPREHENSION QUESTIONS based on the poem ‘Dulce et Decorum Est’. Useful to check students’ understanding of the poem after annotation in class. Includes relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.