Three differentiated (by colour) lessons to support the teaching of Romeo and Juliet Act 4 Structure strips and a lesson to develop AQA language paper 1 question 4 evaluation skills also included Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9-1 specification success criteria - explore the presentation of character and theme - select judicious evidence - analyse evidence - practice squeezing more detail from a quotation - use structure strips to elicit better responses - develop skills for AQA language paper 1 question 4 - evaluate - analyse language at word level - explore imagery - use WHAT, HOW, WHY instead of PEE which can be too restrictive

4 differentiated (by colour) lessons that cover chapters 1 of Jekyll and Hyde and meet the requirements of the new GCSE 9-1 specification. Lessons are meticulously planned, differentiated and numbered for ease of use with activities included. Download and teach right away. All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapter 1: - Context - duality - Victorian gentlemen - gothic etc. - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation - interleaving: Stevenson's depiction of London compared to Blake's poem and gentlemanly behaviour in the novel compared to An Inspector Calls

Differentiated (by colour) lessons that cover chapter 2 of Jekyll and Hyde and meet the requirements of the new GCSE 9-1 specification. Lessons are meticulously planned, differentiated and numbered for ease of use with activities included. Download and teach right away. All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapter 1: - Context - Analysis of writer's methods - Teacher, self and peer assessment opportunities - Character and theme presentation - Imaginative writing opportunity - Interleaving: duality in the novella and in Extract from the prelude

Three fully differentiated (by colour) lessons to support the teaching of the context for Romeo and Juliet. Ideal introduction to studying the play. Lessons also cover the prologue. Differentiation: purple = lower ability blue = middle ability yellow = higher ability

4 complete lessons that guide students through an exploration of ‘The Right Word’ by Imtiaz Dharker. Included is a pupil booklet for students to use as they explore the poem including do now activities, contextual information, knowledge checks, space to analyse the poem as well as planning tables for closer analysis of language and structure. Lesson 1 - context based and what the poem is about Lesson 2 - Explores the repeated ideas, feelings and tone/mood Lesson 3 - Language exploration Lesson 4 - Structure exploration Also included is a power point to guide students through the exploration of the poem.

A CPD presentation around inclusive pedagogy aimed at supporting students with MLD (mild learning difficulties) The presentation explores the importance of inclusive pedagogy with research and with reference to Engelmann. Strategies are suggested and explored that would help teachers to cater for these students well and encourages bias in the learning for SEND students. An implementation task is also provided for staff whereby they implement strategies and monitor progress,

A Walking talking mock that uses the AQA examiner feedback from summer 2023 to guide students through a process of planning and then writing answers/essays to the following literature texts: Jekyll and Hyde Romeo and Juliet Unseen poetry An INspector Calls Power point (130 slides) and student work booklet included. This resource focuses on helping students to: plan their response consider the texts chronologically embed context rather than bolt it on at the end consider how themes can be context rather than just Historical events create thesis statements consider the texts as constructs Exam questions used in this resource: Jekyll & Hyde - sympathy for Jekyll Romeo and Juliet - relationships between older and younger characters An Inspector Calls - Selfishness & Sheila as a character who learns lessons Unseen poetry - Autumn poem

Fully differentiated lessons to support the teaching of 'Extract from the Prelude' by William Wordsworth. 3 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration - interleaved content: dual nature in the poem and in Romeo and Juliet & An Inspector Calls - structure strip to elicit better responses - comparison to Storm on the island Differentiation: purple = lower ability blue = middle ability yellow - higher ability

Fully differentiated lessons to support the teaching of 'Storm on the island' by Seamus Heaney. 3 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration - interleave content with Romeo and Juliet. (troubles in both texts) - GCSE sample assessments Differentiation: purple = lower ability blue = middle ability yellow - higher ability

Fully differentiated lessons to support the teaching of 'Charge of the light brigade' by Alfred Lord Tennyson. 3 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration - interleaved content - obedience in the poem and in Romeo & Juliet and An Inspector Calls - imaginative writing and upgrading sentences Differentiation: purple = lower ability blue = middle ability yellow - higher ability

Fully differentiated lessons to support the teaching of 'My last duchess' by Robert Browning. 3 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration Differentiation: purple = lower ability blue = middle ability yellow - higher ability

Fully differentiated lessons to support the teaching of 'War photographer' by Carol Ann Duffy. 3 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration Differentiation: purple = lower ability blue = middle ability yellow - higher ability

Fully differentiated lessons to support the teaching of 'The Emigree' by Carol Rumens. 3 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration Differentiation: purple = lower ability blue = middle ability yellow - higher ability

Fully differentiated lessons to support the teaching of 'Tissue' by Imtiaz Dharker. 2 lessons that include pupil talk tasks, assessment, outcomes and cover: - context of the poem - language analysis - form and structure exploration Differentiation: purple = lower ability blue = middle ability yellow - higher ability

A differentiated (by colour) lesson to support the teaching of the skills for English language question 1 on the new specification (9-1) paper 1. Students read an extract and then retrieve information and ideas from the text. The resource uses an extract from 'I'm, the king of the castle.' Extract included. Differentiation: purple = lower blue = middle ability yellow = higher ability

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 3 scene 1 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.

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 n the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 2 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.