2 differentiated (by colour) lessons to support the teaching of chapter 7 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 - analyse writer's methods - explore character presentations - write imaginatively in role of a character on the farm - compare chapters - practice extract to whole - discuss interpretations

More than 2 lessons worth of fully differentiated (by colour) lessons to support the teaching of chapter 3 of Animal Farm for the new linear specification (9-1) Several new specification language paper skills are also embedded. Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context (propaganda) - analyse writer's methods - language focus - explore character presentations - write imaginatively - develop skills for new specification language paper - use mark schemes - Develop evaluative skills for the language paper

3 fully differentiated (by colour) lessons to support the teaching of chapter 2 of Animal Farm for the new linear specification (9-1) Several new specification language paper skills are also embedded. Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context - analyse writer's methods - language focus - explore character presentations - write imaginatively - develop skills for new specification language paper - use mark schemes - Develop evaluative skills for the language paper - Determine true statements in preparation for the language paper

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. This paper uses an extract from act 4 scene 3 The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

Fully differentiated (by colour) resources to support the teaching of ‘The send off’ by Wilfred Owen. Resources prepare students to access the new specification 9-1 poetry exam (context and analysis of writer’s methods) and also develop imaginative writing skills for 9-1 English language.

A resource created to encourage students to plan their own opening titles for their game show.

15 key quotations from the power and conflict poetry collection, each with an accompanying image to help stduents remember them. Perfect as a starter where students use the given quote and image to write an interpretation and also perfect for learning key quotations.

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. Extract in this assessment is taken from chapter 2.

Card sort activity for the 6 part structure for speech writing with templates for students to use to plan speech writing. Exordium, narration, refutation etc.

33 cards of serial dramas for students to use in a variety of ways such as: - sorting by sub genre - sorting by format - sorting by scheduling slot etc. Simply print - cut and use.

Resources to prepare students for the spoken language endorsement on the new specification English GCSE course. The resource: - explains the requirements of the task - provides the marks scheme for students to determine what they need to do to achieve a pass, merit or distinction - contains 3 example speaking and listening presentations for students to mark in preparation for their own presentation

Resources to support the understanding of the context of being homeless. Ideal for supporting students with their exploration of texts such as 'Stone Cold' and 'The Outsiders.' Resources included: - Homelessness case studies - missing person posters/adverts - extract from Stone Cold - homelessness and the law - true or false activities - what is a home? - 'The Streets of London' Ralph McTell exploration - 'London' by William Blake poem exploration - consideration of bullying - leaflet examples - investigation into homeless charities Resources provide opportunities to: - explore homelessness through case studies and exploring the law - write persuasively - structure formal letters - explore and create missing person posters - explore poetry - analyse texts - investigate and create leaflets# - debate whether more housing is needed

Resources to support the teaching of 'twisted' for lower ability. Homework project also included. Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - explore stage directions - understand and create monologues - explore characterisation - develop empathy skills - explore and create flash backs - create narratives - develop speaking and listening skills through role play - create tableau - explore the theme of bullying - analyse anti bullying posters and create own - write letters to an agony aunt - performs scenes

Resources to support the teaching of speech writing. Resources provide opportunities to: - structure speeches using the 6 part structure - develop persuasive skills - write speeches on the theme of the increase in legal driving age - write speeches on the theme of TV talent shows Students will study speeches by the following people as a stimulus: - Winston Churchill - Elizabeth I - Earl spencer tribute to Diana - Barack Obama - George Bush - Martin Luther King - Nelson Mandella

Resources to support the teaching of letter writing. The lessons take stimulus from the following: - Children in need - Comic relief - Pimp my ride - Holidays from hell Resources provide opportunities to: - structure formal letters - use the 6 part structure to form letter content - write persuasively - write emotively