A set of pupil exemplars from A - C in AS Media Studies coursework in print-based media (magazine covers, contents, and feature articles), WJEC exam board. Includes a fully annotated and marked final submission.

Two study maps on the possible AS1 examination question theme of Rural Life or Work, relevant to the new CCEA English Literature Poetry 1900-Present specification (Frost and Heaney anthology).

A study map on the possible CCEA AS1 English Literature examination question theme of Nature, which can be used as a presentation on the board to guide discussion, or adapted as a revision resource to be annotated by pupils. The theme is considered in relation to the poems Postscript' by Seamus Heaney, and 'Gathering Leaves' and 'Going for Water' by Robert Frost.

Four handouts, prepared for KS5 study of Heaney's translation of Sophocles' Antigone, The Burial at Thebes, detailing Classical Theatre and Drama, as well as Greek gods and tyrants.

A sample comparing poems revision grid ('The Field of Waterloo' and 'Foxes among the Lambs'), a list of every past-paper question since 2012, and an exemplar essay on 'Attack' and 'In Westminster Abbey' with accompanying revision tasks.

Everything needed to teach Creative Writing at KS3: a whole unit in a presentation; a peer evaluation grid; a lesson on similes and metaphors; as well as numerous pupil examples of poetry and prose.

A detailed handout on the context of Martin Luther King's 'I Have a Dream' speech, for the study of language techniques and spoken language / inspirational speeches. Also included is a hexagon activity, which my GCSE pupils always love - in groups, pupils must debate and defend their reasoning behind matching up and making shapes with the hexagons, displaying different levels of Bloom's taxonomy with regard to which hexagons touch which others. Some shapes and text boxes might need adjusting in other versions of Word. Print out the hexagons and laminate, and enjoy pupils' presentations to the class of their final patterns!

A lesson series on motivational/inspirational speeches, comparing a sports speech and Bush's 9/11 address, including fully annotated pdfs and an assessment question.

Detailed context of Malala Yousafzai's UN Takeover inspirational/motivational speech, with fully annotated transcript for complete unit of study (I used this speech for GCSE Controlled Assessment in English Language).

Folowing my lesson using the Wordles, this is lesson one in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: be aware of the different potential purposes of speeches, and be able to identify the purpose of a variety of presentations. Three purposes examined are: persuasion, entertainment, and information. Includes videos of speeches to illustrate points.

Folowing my lesson on structure, this is lesson five in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: identify the general tone of a speech and be able to identify changes of tone in a presentation, and their purpose. Three tones are examined: reflective, argumentative, and encouraging. Includes videos of speeches to illustrate points.

Folowing my lesson on Introduction/purpose, this is lesson two (or three if the previous took two) in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to identify the audience of a speech, and comment on the impact that audience would have on the language and delivery of the presentation. Five audiences are examined. Includes videos of speeches to illustrate points.

Folowing the previous lesson on language, this is the final lesson in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. This provides a comprehensive review of language features, and practice analysis.

Folowing my lesson on engagement, this is lesson seven in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to understand the meaning of key linguistic terms and identify these devices in a presentation, and their purpose. Devices used in direct audience engagement that are examined include: imperatives, rhetorical questions, pronouns, alliteration, superlatives, and statistics. This may take more than one lesson, depending on the duration of periods.

Folowing my lesson on audience, this is lesson four in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: be able to identify techniques that are used to create an effective opening and ending to a presentation. Three elements are examined: introductions, conclusions, and sentence structure. Includes videos of speeches to illustrate points.

Folowing my lesson on tone, this is lesson six in my scheme on speeches and techniques used in the Study of Spoken Language. Lesson objective: to be able to identify techniques used by speakers to effectively engage their audience. Five techniques are examined: voice, accent, volume, pace, and pauses. Includes videos of speeches to illustrate points.

Two past-pupil GCSE creative writing exemplars and a detailed peer-evaluation grid. Can be used for GCSE, but I've also adapted for KS3 writing (just change the theme in the grid from 'change' to whatever applies to your unit!).

A series of resources in one presentation to teach the narrative theories of Todorov, Propp, and Barthes so that pupils can understand structure in texts. Theories are illustrated with specific examples of writing that embody Todorov's theory of equilibrium, Propp's eight character roles, and Barthes' concept of enigma. Particularly suited to English and English Language GCSE, but I have also used for GCSE Media Studies, and taught this to KS3 classes for Key Skill Communication final assessment in writing.

A pdf for handout or presentation on formal letters, and a detailed look at play scripts and how to format them, using two exemplars (one of which is from a past pupil). I have used both of these formats to differentiate GCSE English Language creative writing: for pupils who struggle with story structure, they can write a series of letters, or a letter and a reply, based upon characters they know from novels they've studied. Scriptwriting is excellent for gifted and talented pupils who find short story composition not challenging enough. Drama pupils will also benefit from the analysis in the scriptwriting section of how setting and stage directions function. This will aid GCSE and A-level pupils compose their own scripts (I adapted this from a course I taught in first-year university). For KS3 Communication, I used this letter-writing framework for final assessment on novel (so, can be adapted to mark either Reading or Writing as a Key Curriculum Skill).

An introductory lesson (for short periods) or a lesson starter (for long periods), discussing the concept of dreams in relation to Shakespeare's A Midsummer Night's Dream.