A resource to help students to consider the themes present in the CONFLICT anthology for AQA so they can select 7 poems to learn inside out. Pages included to collect and analyse quotations for revision.

A marking grid which attempts to describe each Literature grade, filling in the gaps between the published grade descriptors from inference from AQA examiner’s reports and course materials. Can use in conjunction with my model essay resource for a solid and successful essay preparation lesson.

Grade descriptors split into a grid to enable fast marking and demonstrate progression for students.

Text: Noah’s Gold, Frank Cottrell- Boyce Three introductory lessons to enable Year 7 class of mixed ability to demonstrate range of skills to a new teacher. The book should have already been read but alternative activities are provided for those students who have not read the text. Key Aims of SOL: Comprehend an extended narrative, with knowledge of plot structure and characters. More advanced students will understand the concept of a framed narrative. Use evidence from the text to support opinions about the characters and plot. These may include close references or precise quotations Make links between fictional texts Write a creative description using a stimulus. The creative description should include a range of figurative language and clear organisational techniques. Contribute orally to a debate regarding the impact of the internet on imagination and learning. More advanced students may additionally consider the impact of AI, linking to current debates in the media. Assessment opportunities: As this is a short, introductory scheme, there is no formal assessment but the three lessons should provide clear examples of ability within the class.

Close focus on question 4 for AQA English paper 1. This revision lesson should be taught with a copy of the sample paper with the extract from ‘Brighton Rock’. Students should follow guidance to attempt a response and then use the examples of assessed work to peer or self assess. Includes slides from AQA guidance.

A GCSE English literature essay written to standard of grade 8/9 with space for students to annotate skills. Can be used with 'AQA Grade Descriptors - inferred grades missing from DFE grade descriptors’ Essay focuses on how the mystery genre is established in the opening chapters as used for early teaching of the novella, to ensure higher ability students can quickly begin to craft essay responses. This activity was used to prepare them for their own writing: “What is the significance of the gothic genre in the opening chapters of Jekyll and Hyde?” with an extract from chapter 2.

This presentation goes through the key elements of punctuation and grammar for the GCSE with ROUGH estimates of what they could cost the student in terms of grade. I have been deliberately harsh in order to emphasise the importance to students - you may want to to adapt according to your class. Following some short activities, there are some wider creative writing tasks with photo stimuli.

This is a revision power point which guides students through the AQA English GCSE paper one exam question by question. There are top tips to suggest to students how to get the marks. Also, it includes some sentence starters to avoid the ‘panic’! It also supplies clear topics for further revision. This works best when used in conjunction with an actual paper.

Complete lesson looking at extended metaphors and semantic fields. Designed to improve question 5 for AQA paper 1. Several famous examples from literature for students to analyse before attempting their own. Then HW to improve previous creative writing.

A whoosh is a narrative technique which allows you to get through the ‘Jekyll and Hyde’ story quickly and in an accessible fun way! Students take the role of players for ‘chunks’ of the story, ready to change roles at each of the ‘whoosh’ points. Read the guidance sheet for more details and support.

Key quotations from ‘Macbeth’ collated from each act. Basic meanings and methods identified. Some contextual knowledge identified. Students need to comment on themes in the quotations and the impact of the techniques. This is a good basic selection of quotations for students to memorise to enable them to discuss all characters and a range of themes.

A narrative technique where the play is broken down into short narrative chunks. Students can sit in a circle and are invited by the teacher to both ‘become’ characters but also settings and props. It is a fun and easy way to get through the narrative. Follow on activities can include giving the students a copy of the Whoosh for them to then create a storyboard or news article in order to familiarise themselves with the story; or they can colour code the writing for themes or tension. Detailed guidance given in additional support sheet.

A narrative technique where the play is broken down into short narrative chunks. Students can sit in a circle and are invited by the teacher to both ‘become’ characters but also settings and props. It is a fun and easy way to get through the narrative. Follow on activities can include giving the students a copy of the Whoosh for them to then create a storyboard or news article in order to familiarise themselves with the story; or they can colour code the writing for themes or tension. Detailed guidance given in additional support sheet.

Complete lesson looking at extended metaphors and semantic fields. Designed to improve question 5 for AQA paper 1. Several famous examples from literature for students to analyse before attempting their own. Then HW to improve previous creative writing.

This whoosh covers the entire book. It is therefore a long whoosh and may need to be split over a number of lessons. A narrative technique where the play is broken down into short narrative chunks. Students can sit in a circle and are invited by the teacher to both ‘become’ characters but also settings and props. It is a fun and easy way to get through the narrative. Detailed guidance given in additional support sheet.

For exam levels 4-6, uses AQA descriptors to create student friendly language. I have used this successfully through the year for self/peer/teacher assessments and to enable students to create their own targets. Levels 1 -4 also available in separate resource.

Each chapter summary worksheet follows a similar format and asks investigative questions in order for students to: Understand and summarise the action Focus on specific genre, context and structural points Collect information about relevant characters These have worked well as HW tasks but also in preparation for revision.

Designed for students in Year 12 making leap to A Level. The assessment sheets are phrased as questions students should ask themselves before submitting work. There is also the option for them to provide examples from their essays where they have provided evidence of the criteria to enable the teacher to check their understanding of the assessment objective. Comparative and non comparative assessment sheets included.

A3 grid where students can fill in their suggestions for how to connect different issues and characters within the novella to ‘build’ paragraphs for an essay. Has some key quotations and relevant contextual ideas. Teacher copy has spaces filled in!

A condensed study guide to give direction to students who say ‘You can’t revise English language!’