A task to explore the concept of blame in ‘An Inspector Calls’

A classroom poster to celebrate all the ‘non-negotiables’ we complete in our classroom - exploring the WHAT, HOW and WHY.

This fully-resourced challenge booklet is designed to engage students in advanced activities that apply the knowledge and skills developed during their reading of J.B. Priestley’s An Inspector Calls. It includes a variety of intellectually stimulating tasks aimed at deepening understanding of the play’s themes, characters, and social context. Key Features: Critical Analysis Tasks: Encourage students to analyze key themes such as social responsibility, class inequality, and the role of the Inspector through structured essays and group discussions. Character Development Activities: Focus on tracking character arcs and motivations, allowing students to reflect on how characters embody the play’s moral and social messages. Thematic Connections: Facilitate connections between the text and contemporary issues, prompting students to explore the relevance of Priestley’s messages in today’s society. Exam Preparation: Includes extract-based questions and past paper prompts to help students practice and refine their analytical writing skills. This challenge booklet serves as a comprehensive tool for consolidating learning and enhancing critical thinking, making it an essential resource for post-reading activities.

A fully-resourced, contextual booklet compiling of POST-READING activities to apply knowledge and skills developed throughout a cold-reading of ‘An Inspector Calls’.

This fully-resourced during-reading booklet builds on the foundations laid by the pre-reading activities, guiding students through a deeper, critical engagement with J.B. Priestley’s An Inspector Calls. The booklet is structured to enhance understanding of key themes, characters, and contextual links as students read through each act, ensuring ongoing reflection and analysis.

A fully-resourced, contextual booklet compiling of PRE-READING activities to lay the foundations for an initial reading of ‘An Inspector Calls’.

This engaging lesson is specifically designed to enhance students’ writing skills in preparation for LP1 Question 5, focusing on the concept of conscious crafting. Students will learn how to thoughtfully select language, structure, and literary techniques to enhance their writing and achieve maximum marks. Key Features: Slow-Writing Border: Students will utilize a scaffolded slow-writing border, which provides prompts and guiding questions to help them think critically about their writing choices. This structure encourages reflection on their style, tone, and audience, leading to more intentional and polished pieces of writing. Personal Checklist: To support their writing process, students will receive a personalized checklist that outlines key criteria for success in LP1 Question 5. This checklist will include elements such as the effective use of varied sentence structures, incorporation of vivid imagery, and the development of a strong narrative voice. Students will be encouraged to self-assess their work against this checklist, fostering a sense of ownership over their writing. Conscious Crafting Techniques: The lesson will introduce various techniques for conscious crafting, such as: Imagery and Descriptive Language: Students will explore how to evoke emotions and create vivid images in their writing. Structural Choices: Discussions will focus on how the organization of a piece can influence the reader’s experience and understanding. Tone and Voice: Students will practice adjusting their tone to suit different contexts and audiences, enhancing the overall impact of their writing. Collaborative Learning: The lesson will include opportunities for peer review and group discussions, allowing students to share their writing and receive constructive feedback. This collaborative approach fosters a supportive learning environment and encourages students to learn from one another. Practice and Application: To reinforce the skills learned, students will engage in a writing task where they apply the concepts of conscious crafting. They will draft a response to a prompt using the slow-writing border and personal checklist, followed by a reflective session where they evaluate their writing choices and areas for improvement. This lesson aims to equip KS4 students with the skills and confidence needed to excel in LP1 Question 5, ensuring they can produce high-quality writing that demonstrates conscious crafting and thoughtful decision-making.

A three part assessment lesson summarising the learning from the study of dystopian fiction and ‘The Giver’ by Lois Lowry.

A simple, yet effective, coded marking system for identifying high-frequency literacy errors across the school.

A slow writing guide for AQA, Language Paper 1, Question 5.

A teacher and student template to support tackling new or unfamiliar vocabulary.

A booklet comprising of response tasks and exam strategies tackling the exam question: How does Priestley present Mr. Birling as self-centered in ‘An Inspector Calls’?

A booklet comprising of a series of tasks and exam strategies to develop the quality of response to the essay question around the portrayal of change in ‘A Christmas Carol’.

A feedback booklet responding to the Language Paper (Mr. Fisher) tackling key skills and exam strategy techniques.

This feedback sequence serves as a comprehensive resource to help students analyze their performance on the June 2021 AQA paper, focusing on the theme of sweets in Australia and the Victorian era. By breaking down the exam and providing targeted feedback, students will enhance their understanding, refine their skills, and improve their performance in future assessments.

This post-assessment sequence is designed to guide students in effectively comparing the poems Ozymandias by Percy Bysshe Shelley and Exposure by Wilfred Owen (or other poems as appropriate). The sequence will provide structured support for understanding themes, techniques, and how to craft an academic response.

A collection of English exam posters for weekly revision sessions for the following: AQA LP1 and LP2, ‘AIC’, ‘ACC’, ‘Macbeth’ and Power and Conflict poems.

All icons for the AQA Power and Conflict poems.

A question by question breakdown booklet of the LP1 Section A ‘The Sound of Thunder’, complete with models, stucture strips, whole-class feedback, vocabulary banks, re-draft templates, and much more!