This booklet provides a structured approach to help students respond to GCSE fiction texts. It is generic for all examination boards and provides vocabulary and short reading tasks to help students access the text and improve fluency. It begins with a glossary to introduce key vocabulary, followed by phrases for practice to improve reading fluency. Time can be spent to discuss how these words/phrases could be used in a fiction extract. Simple comprehension questions assess a basic understanding of the extract, while a multiple-choice quiz focuses on evaluative language. The PEEL (Point, Evidence, Explanation, Link) example helps guide students in crafting effective analytical paragraphs. The booklet culminates in an independent writing task where students can demonstrate their ability to respond to a question based on the extract. An additional booklet, ‘The Detective PEEL Guide’, is provided to deepen understanding of a PEEL paragraph. There are further opportunities for independent practice. The unit will provide invaluable support for SEN and EAL students in their GCSE, English Language studies!

This GCSE, English Literature, Inspector Calls unit is designed to support dyslexic students in writing an essay on the play. It is based on the question, How Does Priestley Use the Character of Inspector Goole to Challenge the Morality and Social Responsibility of the Birling Family?. Key extracts are provided with follow up multiple choice quizzes to comprehend character and mood. The second booklet provides a model essay and criteria for students to identify the successful features of an essay. The model essay is double spaced and a dyslexia friendly font is used. To further support dyslexic students a list of words from the essay and students use colours to strengthen visual memory. The unit is useful to help dyslexic students learn how to write a successful essay.

This An Inspector Calls, GCSE, English Literature unit contains key extracts, an essay scaffold prompt, a model essay and glossary of key terms related to the role of Eva Smith. It is designed to support students who find difficulty structuring their ideas in an essay. Short extracts involving Eva Smith, with brief explanations, are provided. After reading these extracts students consider an essay title about the importance of Eva Smith in the play. A scaffold is included which contains paragraph and sentence openers to support students with writing their essay. The scaffold is particularly useful for SEN and EAL students. When the students have written their essay on the role of Eva Smith, they can read the model essay and reflect on the features of a successful response. Finally, there is an additional, glossary resource which explains the meaning and usage of key words in the model essay. This unit is invaluable in helping students understand how to write an essay about key themes and characters in the play!

This pack is designed to support students in preparing for the picture prompt question in AQA GCSE English Language Paper 1. It contains two key components: Descriptive Writing Model Unit Descriptive Writing Plan Together, these resources provide a structured approach for students to improve their descriptive writing skills and achieve higher marks in the exam. It is particularly useful for students with additional needs such as dyslexia. Descriptive Writing Model Unit The Descriptive Writing Model offers an example response to a picture prompt. It showcases advanced vocabulary, sentence structures, and literary techniques. Students can use this model to understand the expectations of the exam, focusing on how to create vivid, atmospheric descriptions. The model is broken down into key components, such as: Targeted Vocabulary Practice: The resource highlights challenging words and phrases from the model response, divided into syllables, to help students improve their spelling, pronunciation, and reading fluency. This section encourages active engagement with complex language, enhancing students’ confidence in using sophisticated vocabulary in their writing. Sentence Openers: Students are also provided with a set of sentence starters to inspire their own descriptions. By practicing these openers, they can develop more varied and creative introductions to their descriptive passages. The short unit finishes with an Independent Writing Task based on a picture of a desert. Descriptive Writing Plan The Descriptive Writing Plan helps students structure their response to a picture prompt by dividing the scene into distinct sections. These sections include: Foreground Middle Ground Background Weather/Lighting Characters/People For each section, students are prompted to think about key sensory details (sight, sound, smell, touch, taste), language techniques (similes, metaphors, personification), and the mood or tone they wish to convey. This clear, structured approach helps students organize their ideas, ensuring that all elements of the picture are described in a cohesive, engaging manner. Practical and Flexible Use This resource is designed for use both in and out of the classroom, enabling students to practice independently or with teacher guidance. The combination of a high-quality model and a structured planning tool helps students develop their descriptive writing skills with confidence. It is versatile enough to be adapted to any picture prompt, making it ideal for exam practice. By using these resources, students can enhance their descriptive writing abilities, ensuring their responses are detailed, well-organized, and rich in language techniques, which are essential for success in AQA, GCSE English Language Paper 1.

These comprehensive GCSE, AQA resources are designed to support students in developing a deep understanding of the key theme of social responsibility in An Inspector Calls, and explores characters and ideas related to this in An Inspector Calls. The resources provide structured guidance for students preparing for their English Literature exams, helping them to explore complex topics such as socialism and capitalism. They are ideal for teachers and tutors looking for ready-to-use materials that enhance learning and engagement. The essay scaffolds are particularly valuable for structuring student responses. Using the PEEL (Point, Evidence, Explanation, Link) framework, students are guided step by step on how to write cohesive and insightful essays. This method ensures that they engage effectively with the text, using key quotes and analysis to demonstrate their understanding of how Priestley presents important themes, such as the interconnectedness of society and the critique of capitalism. Key extracts are also provided with contextual information that students can refer to. The model essay and glossary provides additional support, offering a clear example of a high-quality essay response. The essays showcases the expected standards for GCSE (AQA) and includes a glossary of essential terms, such as “collective responsibility” and “moral authority,” helping students to build a strong vocabulary for literary analysis​. Furthermore, the contextual materials include letters and insights from J.B. Priestley, giving students a deeper understanding of the playwright’s intentions and the socio-political messages embedded in the play. These resources not only prepare students for exam success but also encourage them to think critically about social justice and their role in society. A range of comprehension activities are included in this resource. By using these resources, students will develop a thorough grasp of the play’s themes, improve their essay-writing skills, and gain confidence in analyzing literature through a social and moral lens.

This dyslexia friendly, Year 6 SATS resource is designed to help students with additional needs familiarise themselves with the SATS Reading Paper. It contains three texts along with activities to help students read and understand the type of texts they will encounter in the exam. Key Features: Spelling and Vocabulary Development: Students will learn to spell complex words through a syllable-based color-coding system, making challenging vocabulary accessible and memorable. This approach not only improves spelling but also boosts pronunciation and fluency. Meaning Exploration: Each text is accompanied by a vocabulary section, encouraging students to tick unfamiliar words and engage in dictionary skills or discussions with peers and adults. This deepens their understanding of language and fosters a love for words. Fluency Practice: With timed reading exercises, students can track their reading speed and accuracy, promoting fluency and confidence. Multiple readings encourage improvement, allowing students to see their progress over time. Engaging Texts: Featuring three captivating extracts - The Majestic Blue Whale, Against the Ramp, and Whispers of the Hive - students will be immersed in diverse topics that inspire curiosity and discussion. These texts are designed to resonate with students, sparking their imagination and enhancing comprehension skills. SATS Style Questions: Prepare your students for assessments with shorter questions that mimic the SATS format. Students can collaborate in pairs to tackle comprehension questions, reinforcing their understanding while building teamwork skills. An additional SATS tips text is provided to share with the students prior to the exam. Equip your students with the tools they need to excel in reading while fostering a passion for literature. Our resource is not just a tool; it’s a pathway to building lifelong learners who are confident in their reading abilities.

This unit aims to improve understanding of the GCSE, WJEC/Eduqas, English Language - Component One paper. It includes an overview of each question type, short extracts, model response, quizzes and assessments. It is ideal for teachers to approach the paper in a methodical and step by step manner. The Overview and Guide booklet is divided into Reading and Writing. It includes an explanation and requirements for each question type, an example, model answer and quiz/assessment. This allows students to discuss the features of a successful answer and for teachers to focus on different elements. The second ‘Practice, Extension Booklet’ provides further examples and quizzes that can be used to assess independent learning or to deepen understanding. There is also a ‘Further Exercises’ booklet to reflect the range of questions in 2 to 5 which can focus on character, relationships or setting. The structure of the booklet suits students who struggle with the requirements of each question and the overall structure of the paper. A model, creative writing response is also provided. The resource is effective in helping students build confidence and fluency prior to the examination!

Including a listening activity, vocabulary task, spelling quiz and comprehension, the pack helps students understand the language and meaning of the poem, Ozymandias. It is well suited for students with additional needs and ESL. It outlines a useful way to support students who struggle to respond to GCSE poems.

This GCSE, English Literature, Macbeth guide is an ideal way to support students with additional needs so they can write an essay in a coherent way. The guide breaks down an essay into The Introduction, Main Body and Conclusion and shows how to write each stage. It provides examples, key quotations and analysis in a manageable way. Supporting this guide is a glossary with simple definitions and examples so they can understand the terms used in the guide. Along with this, is a Headline Summary to remind students of the key characters in the play. This guide is helpful in supporting students with additional needs such as autism and dyslexia so they can structure their ideas!

Ideal for student’s with additional needs or for those who struggle to structure their ideas, A Christmas Carol, GCSE, English Literature unit supports the teaching of essay skills. The pack provides an essay question about moral decay in the novella. It provides useful quotations and a scaffold to write an essay. I have used the scaffold to jointly construct an essay with students and have found their confidence and skills improve as a result. A model essay is provided based on the scaffold which can be used to demonstrate the features of a successful response. Also included, is a multiple choice quiz on moral decay in the novella. It serves as an excellent starter activity to introduce this topic. This unit will ensure those students with additional needs are supported in writing successful essays!

These resources are tailored to support teachers preparing students for the AQA, GCSE English Language exam, with a particular focus on Paper 2. They are suitable for students with additional needs such as dyslexia and autism because they include scaffolds to write their response. This is an effective way to prepare students to write answers independently. As well as a practice paper, the unit provides writing scaffolds, model paragraphs and structured responses, to help students develop their skills in analyzing texts and constructing well-developed answers. The two extracts are about experiences of avalanches, one in the 1800s and another contemporary. The materials guide students through understanding how writers use language, structure, and setting to create meaning, with specific emphasis on autobiographical texts. Additionally, for the writing section the resources offer detailed sentence frames and writing prompts, making them suitable for students who may benefit from extra support in breaking down tasks and building confidence in their writing. The package includes sample responses to key exam questions using the scaffolds. These resources are perfect for helping students with additional needs master the skills required for creative reading and writing in the AQA curriculum.

This is an invaluable resource for SEN students who are studying Macbeth for GCSE English Literature. Using techniques aimed at students with speech and language issues, the picture book provides prompts for students to engage with the text. The pictures capture the visual and symbolic elements of the play and can be used to discuss key themes and language presented in Act One of the GCSE text. Each picture is imaginative and visually striking which will engage students who struggle with Shakespearean language and do not enjoy the play. The pictures are accompanied with a caption aimed to scaffold their response to the play and lead them to using more literary and academic language. At the end of the picture section, there are some ideas how to use questions to gain more understanding and how to develop language. This resource is ideal for students with additional needs such as dyslexia, ADHD and AS. It can be used as a way to begin a lesson or to support students who require small group or individual support. SENCOs, Teaching Assistants and teachers who support students with additional needs will benefit from the resource. It will help them succeed in responding to Macbeth and improve their performance in the English Literature, GCSE exam.

These resources are tailored to support teachers preparing students for the AQA, GCSE English Language exam, with a particular focus on Paper 1. They are suitable for students with additional needs such as dyslexia and autism because they include scaffolds to write their response. This is an effective way to prepare students to write answers independently. As well as a practice paper, the unit provides writing scaffolds, model paragraphs and structured responses, to help students develop their skills in analyzing texts and constructing well-developed answers. The materials guide students through understanding how writers use language, structure, and setting to create meaning, with specific emphasis on psychological fiction. Additionally, for the writing section the resources offer detailed sentence frames and writing prompts, making them suitable for students who may benefit from extra support in breaking down tasks and building confidence in their writing. The package includes sample responses to key exam questions using the scaffolds. These resources are perfect for helping students with additional needs master the skills required for creative reading and writing in the AQA curriculum

This booklet is aimed to improve descriptive writing. In many 11 plus exams, there is a choice of creative writing tasks - one of these is a response to a picture. A picture of a train station is provided, along with a model response. Students are then guided through a number of exercises to help them read and comprehend the description. A list of words associated with trains is provided. Students have to write the syllables in different colours to aid memory. Dyslexic students struggle to read due to difficulty processing sounds. Often they have visual strengths which can be used to aid memory. This booklet utilises this strength by using a colour method to learn to spell and read words. To further enhance reading fluency, a list of phrases from the model text is provided and a timed activity in which students record the time taken to read the text, along with errors made. Prior to reading, students learn the different sentence openers that are used to write an engaging descriptive piece. Finally, students complete their own independent, writing task about another train station picture. This is a useful assessment to see how many successful features are used in their own writing. A further planning booklet and rubric for marking descriptive writing is provided.

This comprehensive, GCSE, English Literature, teaching resource focuses on Stave Five of Charles Dickens’ A Christmas Carol. It includes various engaging activities designed to deepen students’ understanding of character analysis, themes, and narrative elements in the novella. It is particularly suitable for students who struggle with comprehension. Summary Activity: Students look at whether a statement is TRUE OR FALSE after reading a summary of Stave Five, reinforcing key plot points and character introductions. This exercise encourages comprehension and retention of the text. Character Descriptions: A list of adjectives allows students to identify and select characteristics that apply to Ebenezer Scrooge during Stave Five. An extension task requires students to create sentences using these adjectives, promoting vocabulary development and critical thinking. Character Reflections: A thought-expressing activity allows students to explore the thoughts of the child who buys a turkey for Scrooge. Diary Entry: Students take on the role of Scrooge and write a letter to his nephew Fred. Topic Sentences: Students create topic sentences that highlight different portrayals of Scrooge, strengthening their ability to write cohesive paragraphs. Comprehension: A comprehension is provided to test understanding of Stave Five. Play Script: This activity involves writing and performing a play script of Stave Five. Extension Activity: A key quotation activity is provided. This resource is perfect for educators looking to enhance their lessons on A Christmas Carol, providing a variety of activities that cater to different learning styles and promote a deeper understanding of the text.

Ideal for student’s with additional needs or for those who struggle to structure their ideas, this Inspector Calls, GCSE, English Literature unit supports teaching essay skills. The pack provides an essay question about the experiences of women in the play. It provides useful quotations and a scaffold to write an essay. I have used the scaffold to jointly construct an essay with the student and have found their confidence and skills improve as a result. A model essay is provided based on the scaffold which can be used to demonstrate the features of a successful response. Also included, is a multiple choice quiz on the role of women in the play. It serves as an excellent starter activity to introduce this topic. This unit will ensure those students with additional needs are supported in writing successful essays!

This comprehensive, GCSE, English Literature, teaching resource focuses on Stave Four of Charles Dickens’ A Christmas Carol. It includes various engaging activities designed to deepen students’ understanding of character analysis, themes, and narrative elements in the novella. It is particularly suitable for students who struggle with comprehension. Summary Activity: Students look at whether a statement is TRUE OR FALSE after reading a summary of Stave Four, reinforcing key plot points and character introductions. This exercise encourages comprehension and retention of the text. Character Descriptions: A list of adjectives allows students to identify and select characteristics that apply to Ebenezer Scrooge during Stave Four. An extension task requires students to create sentences using these adjectives, promoting vocabulary development and critical thinking. Character Reflections: A thought-expressing activity allows students to explore the thoughts of one of the gentleman who sells Scrooge’s items, highlighting the disdain with which Scrooge was viewed. Diary Entry: Students take on the role of Scrooge and write a diary entry reflecting on his journey, providing insights into his character. Topic Sentences: Students create topic sentences that highlight different portrayals of Scrooge, strengthening their ability to write cohesive paragraphs. Quiz: A quiz is provided to test understanding of Stave Four. Conscience Alley: This activity helps understand the regret and terror of Scrooge during this key Stave. Extension Activity: A crossword puzzle is provided to deepen students’ understanding of this stave. This resource is perfect for educators looking to enhance their lessons on A Christmas Carol, providing a variety of activities that cater to different learning styles and promote a deeper understanding of the text.

This comprehensive teaching resource focuses on Stave Three of Charles Dickens’ A Christmas Carol - a set text for GCSE, English Literature. It includes various engaging activities designed to deepen students’ understanding of character analysis, themes, and narrative elements in the novella. It is particularly suitable for students who struggle with comprehension. The following are included - Summary Activity: Students look at whether a statement is TRUE OR FALSE after reading a summary of Stave Three, reinforcing key plot points and character introductions. This exercise encourages comprehension and retention of the text. Character Descriptions: A list of adjectives allows students to identify and select characteristics that apply to Ebenezer Scrooge during Stave Three. An extension task requires students to create sentences using these adjectives, promoting vocabulary development and critical thinking. Character Reflections: A thought-expressing activity allows students to explore the thoughts of Tiny Tim highlighting the issue of poverty in Victorian society. Diary Entry: Students take on the role of Scrooge and write a diary entry reflecting on his journey, providing insights into his character and while practicing narrative writing skills. Topic Sentences: Students create topic sentences that highlight different portrayals of Scrooge, strengthening their ability to write cohesive paragraphs. Quiz: A quiz is provided to test understanding of Stave Three. Conscience Alley: This activity helps understand the transformation of Scrooge during this key Stave. Extension Activity: A PEEL paragraph is provided about the importance of Stave Three in the novella. This resource is perfect for educators looking to enhance their lessons on A Christmas Carol, providing a variety of activities that cater to different learning styles and promote a deeper understanding of the text.

The Practice Paper for GCSE English Language ,Paper Two (Lighthouses) offers comprehensive support for teachers following the AQA curriculum. Here’s an overview of its content and its usefulness in supporting students in understanding how to respond to the different questions: Reading Section: The paper contains two rich, contrasting texts on visiting a lighthouse — one contemporary and the other from the 1880s. Students are tasked with summarizing differences, analyzing language, and comparing perspectives across both texts. This structure mirrors AQA exam questions, enhancing students’ exam readiness. Writing Section: The second part requires students to compose an argumentative essay about preserving our beaches, allowing them to practice argumentative writing and structuring arguments effectively. Marking Support: The model answers act as exemplars, illustrating what successful responses should look like. These provide an opportunity to look closely at the language features and the structure of successful reading responses.There is also a guidance section which teachers can share with students for writing. For students with additional difficulties, a colour coded activity is given with words used from the model writing response. A list of key phrases is also provided to read and improve fluency. This paper will be invaluable for AQA teachers, offering realistic practice and clear guidance aligned with curriculum expectations.

These booklets on A Christmas Carol provide a versatile, dyslexia-friendly resource set, tailored to support GCSE English Literature teachers in engaging diverse learners effectively. Each booklet uniquely targets different aspects of the text, with a strong emphasis on accessibility and comprehension Spelling and Vocabulary Guide: This booklet uses a color-coded method to help dyslexic students remember and spell key vocabulary. Each word relevant to A Christmas Carol is divided by syllables and color-coded, enhancing visual memory and recall. This is particularly beneficial for students who struggle with traditional spelling approaches, as it leverages visual strengths and helps them build confidence with challenging terms related to the text. Summary and Comprehension Practice: Designed for fluency and retention, this booklet provides a structured summary of each significant event in A Christmas Carol, from Scrooge’s miserliness to his transformation. Teachers can use this as a timed reading exercise, allowing them to monitor student progress on both accuracy and reading pace. This structure supports comprehension by breaking down the plot and main ideas in manageable steps, ideal for revision sessions. PEEL Essay Writing and Vocabulary Quiz: This booklet offers a PEEL (Point, Evidence, Explanation, Link) essay scaffold focused on how Dickens uses setting to illustrate social inequality. By breaking down essay construction, students can learn to analyze the text methodically, improving their critical thinking and writing skills. A vocabulary quiz reinforces key concepts, ensuring students grasp essential terms related to the themes of poverty, compassion, and change. Each booklet integrates unique tools and structured exercises to cater to students with varying needs, from vocabulary building to critical analysis. This set is perfect for GCSE English Literature teachers aiming to make A Christmas Carol accessible, memorable, and engaging for all students.