After hearing how useful chanting quotations was, from a colleague, for students in remembering key quotes, I led a session for year 11 that guided them through ways of remembering quotes for their literature exams. By the end of this session students will know 3 quotations relating to the inspector by heart. This is achieved through linking the quote to an image and possibly an action and then by repeatedly chanting the quotes. The resource also walks through the mark scheme with students and highlights how crucial quotations are in achieving marks. Students will also explore writer's methods used within the quotes Students are also exposed to an example question paper so they can see the lack of support they will receive and refers to the other literature questions. The final activity requires students to use the quotations they have learned to plan a response to an exam question about the inspector.

4 differentiated (by colour) lessons to support the teaching of the skills for English language question 3 on the new specification (9-1) paper 1. Students read extracts taken from fiction and develop skills in analysis the author's language. The resource uses an extract from 'I'm, the king of the castle,' 'Lullaby' 'The constant princess' and 'Transmission.' Extracts included. Resources provide opportunities to: - explore how writer's structure texts - analyse the use of structure in engaging reader interest - use sample answers - use mark schemes Differentiation: purple = lower blue = middle ability yellow = higher ability

2 differentiated (by colour) lessons to support the teaching of chapter 6 of Animal Farm for the new linear specification (9-1) Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context- Russia and Stalin - events and allegory form - analyse writer's methods - language and structure of the chapter - explore character presentations - write imaginatively in role of a character on the farm

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.

This bundle includes power point slides that contain key information on each of the 15 poems which can be used as a carousel activity to allow students to revise the poetry. Also included is a card sort activity and opportunities to revise the context of each poem. Useful in the build up to the exam or mock exams.

9 activities that that can be used to help interleave with other texts studied for GCSE English literature. Each activity takes a particular theme that arises in the novella and encourages students to make connections to the same theme within other texts. This helps students to revise previous texts while studying a different component. The other texts that connections are made with are: Romeo and Juliet An Inspector Calls Power and conflict poetry

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 10.

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 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 chapter 6.

This medium term plan is for Romeo and Juliet and has been written in line with the 9-1 GCSE specification for AQA. This medium term plan signposts homework tasks and also signposts opportunities to develop skills for the 9-1 language examinations. Also included is an exam question with extract that I have written to assess student understanding. The extract is based on the presentation of the Friar. I also have fully differentiated and meticulously planned resources available to support the teaching of this MTP.

Two walking talking mocks for AQA English language. One booklet and power point for paper 1 and one for paper 2 Includes a student booklets containing model answers which encourage students to achieve thoughtful responses, exam tips and opportunity for students to practice annotation and structuring answers to the questions. These resources uses the November 18 AQA English language inserts. A power point is included to guide students through the mocks including mark schemes.

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

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.

Two templates for students to complete once they have received their marked mock paper. The template provides space for students to record their mark for each question and review their performance. The 2017 grade boundary is also provided. Students identify areas of strength and weakness and use the areas of weakness as a starting point for revision. The idea is that students will complete a pupil response task on the question that they did less well on. Students are given time to revise before completing the pupil response. The aim is that in their response the mark for the question will improve. Mark scheme is also provided so that students can drill down into how and why they achieved particular marks. grade boundaries based on summer 2017

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)

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.