This lesson on ‘The Emigree’ is aimed at lower ability learners and includes: Do Now Task: Learners reflect on a range of scenarios which encourage them to think about how they would react if they were living under a totalitarian regime. Feedback slide Context sheet that focuses on Rumens’ interest in the poetry of Anna Akhmatova and Osip Mandelstam Quotation Hunt Focus on Imagery worksheet Feedback slides Learners then reflect on the presentation of power and conflict in the poem, with worksheet Comparison with Blake’s ‘London’ Venn diagram activity in terms of the presentation of place Feedback slide Review Learning

Aimed at middle-upper ability GCSE groups, this PowerPoint teaches the layout and language of a formal letter. It is oriented towards AQA 8700/2/Question 5 but could be adapted for other boards. In order, the PowerPoint contents are: A multiple-choice entry task AQA advice on features of format A sample AQA-style question. Students identify PAF and reflect on the importance of being mindful of PAF in relation to Question 5. Extension task included. The layout of a formal letter, which students copy. Extension questions included. Notes regarding the formal greeting and formal sign-off A re-cap on the features of formal and informal language. Students cut the features out, organise them under two headings and stick them into their books. An example response to the given question. Students read and identify different features (differentiated) An opportunity for independent writing, with success criteria provided. Peer assessment and self-reflection. These files were last saved in Office 2010.

A lesson on Browning's 'My Last Duchess' aimed at lower ability learners. It includes: Do Now Task: Learners read four context-related questions and say to what extent they agree and why. Feedback slide A conxtext sheet with accompanying true or false activity (answers included) A summary of the poem + storyboarding activity Link to YouTube video of the poem being performed The poem broken down into eleven slides with suggested translation and annotations Comparison with Ozymandias table to complete Learning Review

A 12-slide powerpoint that guides an exploration of ‘Kamikaze’ by Beatrice Garland in the AQA P&C anthology. After thinking about the meaning of the word ‘Kamikaze’, learners explore the historical context of the poem using a context notes sheet and accompanying worksheet. Learners explore the poem using a range of questions for each stanza. This could be done in pairs, groups or individually. The exploration of the poem is followed by a GCSE-style question that encourages learners to think about how ‘Kamikaze’ compares with ‘Remains’ in terms of the impact of conflict. There is a comparison table for learners to fill in (teacher answers provided) and then learners undertake the question. The lesson concludes with peer assessment using a mark scheme with indicative content for each lesson. The whole session should take approximately 2 hours. The lesson is aimed at middle-upper ability learners. If you choose to purchase this resource, please also ensure that you also download my free Power and Conflict Mark Scheme that is based on the AQA original: https://www.tes.com/teaching-resource/power-and-conflict-mark-scheme-11931715

A lesson that follows on from this introduction to speech writing for KS3: https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This is a speech-writing lesson based on the issue of gender equality. It includes: Starter - learners say to what extent they agree with a series of statements relating to men and women. Feedback slide Key Facts about Gender Equality sheet Links to Emma Watson’s HeForShe speech Planning sheet task Sample GCSE question (AQA-style) Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours. **UPDATE: WAGOLL now included and Slide 9 question corrected. **

Following on from this introduction to speech writing… https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This is a speech-writing lesson based on the issue of social media. It includes: Starter/Do Now task - learners examine a range of images and suggest what they all have in common (the answer is they represent the dangers of social media in some way) Feedback slide Social media dangers true or false with teacher answers. Feedback slide Paired discussion: is social media good for our society? Key points in the social media debate with mind-mapping activity Sample GCSE question (AQA style) with speech planning sheet task Writing time Peer assessment and review This lesson is aimed at lower-middle ability learners and should take about two hours. Information/statistics correct as of 30/3/19

This PPT enables an exploration of ‘Exposure’ by Wilfred Owen, part of the AQA Power and Conflict Anthology. It is aimed at lower ability learners whose primary objective is understanding and basic comparisons. It includes: Starter: Infer the meaning of the word exposure by examining the three images (sun exposure, exposure to the elements, exposure to harmful gases in the air) Learners then look at an image of WW1 soldiers in the trenches and link it to their understanding of the word exposure. There is a context sheet which explains some of the background to the poem e.g. the Western Front and conditions for soldiers in the trenches. Learners then work through relevant tasks e.g. label the Western Front on a blank map of Europe. Poem synopsis with 4 comprehension questions. The poem translated into reasonably simply English + reduction task. Suggested annotations for lower ability learners. A comparison table for completion (presentation of effects of war with ‘Remains’. Review.

This assessment tracker uses the 2023 grade boundaries for AQA 8702 Paper 1 and 2 (English Literature). It will generate a grade for individual sections, each paper and the overall course. Please email me using the address on my store front if you would like any adjustments made to your tracker, e.g. additional columns. A small charge may be incurred depending on how long the work will take. However, simply amendments will be made for free. Please do not send any pupil data when requesting adjustments.

This is a newly-differentiated version of the following resource: https://www.tes.com/teaching-resource/macbeth-annotated-act-one-11875448 This lower-ability version contains: The full text of Act 1, translated (same as original) Several key extracts for study Scene summaries for Scenes 2-7 A range of activities to develop understanding. Simplified contextual notes with a corresponding worksheet Key information with corresponding worksheet. This resource is aimed at lower-middle ability learners.

An extended lesson that follows on from this introduction to speech writing for KS3: https://www.tes.com/teaching-resource/an-introduction-to-speech-writing-for-ks3-12049010 This lesson can stand alone but assumes some pre-teaching of AFOREST. A starter tasks invites learners to examine a range of images relating to plastic waste (see cover image). They then examine a list of keywords and attempt to match them to the correct definition. This is accompanied by a challenge task for more able learners, in which learners attempt to make connections between the keywords. The answers to the definitions tasks are provided. After this, learners discuss in pairs whether there is a need to ban plastics in the UK. A YouTube video link on the ‘plastic problem’ is also provided but optional. Learners then read the arguments for and against a plastic ban and transform these onto a summary sheet of six boxes. The aim is for each box to contain one point, one relevant image and one piece of evidence. They go on to thinking about how they could apply their knowledge of AFOREST to this debate. There is a sample GCSE question (AQA style) with a WAGOLL for annotation according to 5 success criteria. Learners then write their own speech in relation to the plastics debate. The lesson ends with learners peer assessing each other’s work. The material is aimed at middle-ability KS3 but could be used with KS4 with some tailoring.

Translated mark schemes for AQA Language 8700, papers 1 and 2. They are intended to demonstrate the standard at each level (of the mark scheme) and provide more pupil-friendly criteria for self and peer assessment. The example responses are based on the following texts: Paper 1, Question 2: Jekyll and Hyde Paper 1, Question 3: The Black Cat (Poe) Paper 1, Question 4: The Black Cat (Poe) Paper 1, Question 5: Write the opening of a story entitled ‘The End’. Paper 2, Questions 1-4: https://www.tes.com/teaching-resource/aqa-8700-paper-2-homelessness-texts-11997752 Paper 2, Question 5: an article on the subject of social media.

An extended lesson on writing a discursive essay, aimed at middle-upper-ability GCSE. It covers: The assessment objectives for writing (learners should put these in their own words) What is a discursive essay? Planning in full and planning in the exam A planning activity to carry out in pairs, followed by feedback The structure of a discursive essay Different ways to start a discursive essay An example introduction, internal paragraph and conclusion The importance of linking paragraphs The importance of using evidence and different forms of evidence A final writing task Self-reflection The whole powerpoint is likely to last over an hour. The sample paragraphs are also included on a separate sheet so learners can annotate them. There is reference to AQA 8700/2/Question 5 but it could be adapted to other boards. These files were last saved in Office 2016.

This is a lesson on ‘Ozymandias’ in the Power and Conflict Anthology. It is aimed at lower ability learners and includes: Do Now Task: Learners look at a photo of an Egyptian pharaoh and respond to three questions Feedback slide Learners read a sheet detailing the poem’s contextual background and use it to complete a mind map Suggested annotations for lower ability learners An essay on how the poem reflects Shelley’s feelings about power Comparison with ‘The Prelude’ table to complete Review Estimated completion time: 1.5 hours

An extended lesson on writing the text of a persuasive speech, aimed at middle-upper ability GCSE groups. The lesson covers: The purpose of a speech AFOREST techniques inc. a cut-up, match and stick activity Links to example speeches (differentiated for ability) A speech-writing task (differentiated for ability) I would set aside about 2 hours for these activities in total, with approximately 45 minutes dedicated to independent writing. This lesson is not tailored towards any particular board but provides learners with an understanding of what is required when writing a persuasive speech. These files were last saved in Office 2016.

A straightforward introduction to speech writing for lower-middle ability KS3. It covers: Starter task (see cover image) What is a speech and who makes a speech? AFOREST features used in a WAGOLL. Learners label the features used in the WAGOLL. There are two provided, one for lower ability and another providing some reading challenge. Learners then write their own persuasive statements based on the AFOREST features. Review. This lesson is likely to take around an hour.

Five mind maps on different aspects of J&H: The presentation of Jekyll The presenetation of Hyde The presentation of Lanyon The presentation of Utterson Women in the novel. NB. This is an updated listing. If you have previously paid for this resource and need a copy, please email me using the address on my store front.

A 110-slide PowerPoint that explores Act Three of ‘An Inspector Calls’. The PPT covers: Revision of Act Two Put quotations in order + identify quotes in relation to three different themes: a) Parents and children b) Responsibility c) Capitalism versus socialism. A range of differentiated sample paragraphs in response to the above tasks. Students identify the missing words. Worksheets for the characters of Arthur, Sheila, Gerald and Sybil in terms of their attitude towards responsibility. Quotations: ‘Who Said What?’ task + sample answers Exploration task on how Act Two ends (differentiated). Act Three: Focus on Eric: Quotation Hunt followed by comparison task in relation to Eric and Eva’s relationship and Gerald and Daisy’s relationship. Illegal Versus Immoral Behaviour task. A 15-point quiz (essentially how capitalist/socialist are you?) Group-work task on the contextual background of the Inspector’s speech: capitalism v socalism, communism, the rise of the USSR, communism in the USSR, the reasons for Priestley’s socialist views, British capitalists’ antipathy towards socalism, rising public interest in socialism, Conservative anti-socialist propaganda task (diff’d) + the Labour win of 1945 + its effects. Analysis of the Inspector’s final speech task. Drama activity. Sample extended analysis of the Inspector’s final speech. Exploring the aftermath of the Inspector’s departure + extended response task on theme of responsibility. The significance of the end of the play in terms of the generational divide + time theories in ‘An Inspector Calls’, extended response Act 3: 20 questions A whole-play revision section. This resource is suited to middle-upper-ability learners.

A mind map for AQA English Language Paper 2. Black and White version also included.

This lesson looks at the requirements of AQA Paper 2, Question 5 with a particular focus on leaflet-writing and the use of language to instruct and advise. It draws from my original PPT: https://www.tes.com/teaching-resource/leaflet-writing-for-gcse-11757705 and could be used as a follow on from the free Section A questions provided here: https://www.tes.com/teaching-resource/aqa-8700-paper-2-railway-accidents-11992280 However, this can act as a stand-alone lesson. It covers: Key points about AQA English Language, Paper 2, Question 5 The structure of a leaflet The different purposes of a leaflet (with task) A note on planning and identifying the purpose, audience and format (with quick task). The features of writing to instruct and advise (with handout) A WAGOLL for the given task After learners have written their own, they then use success criteria to peer assess and then rate their learning. The PPT is aimed at middle-upper ability learners and is likely to take about 2 hours, including independent writing time (45mins).

A knowledge organiser for AQA Paper 1, Question 4 (the evaluation question). It is based on a past paper, so please take this into account if you are using it for a mock. The WAGOLLs on the reverse side demonstrate Levels 3, 5 and 7. Full colour and black and white copies included.