A power point to guide students through what to expect in the paper 2 exam for the new 9-1 specification. Each question is explained with suggested timings and top tips.

A power point to guide students through what to expect in the paper 1 exam for the new 9-1 specification. Each question is explained with suggested timings and top tips.

Resources to support the teaching of the skills needed for the new AQA paper 2 question 2. Opportunities provided for: - Exploring model answers - Exploring the mark scheme - Synthesising information from 2 texts - Using connectives effectively - Structuring a response to question 2 Texts on the themes of tattoos and prison (4 texts included) Differentiation: purple = lower blue = middle yellow = higher

An introductory resource for AQA new specification paper 2 The resource guides students through what to expect on paper 2 and also provides 2 texts on the theme of prison (one modern text and the other from 19th century) for students to start exploring non fiction. Differentiation: purple = lower blue = middle yellow = higher

A handout to aid student revision of the new specification English language paper 1 and paper 2 for AQA. The resource: - bullet points the key things students need to do in each question - suggests timings - suggests acronyms to help students structure a response - provides tips on how to access the papers

An introductory resource for AQA new specification paper 1 The resource guides students through what to expect on paper 1 and provides tasks and assessment opportunities for students to begin exploring the short story 'Lullaby' by Elizabeth Berridge. Differentiation: purple = lower blue = middle yellow = higher

10 key quotes from Macbeth with supporting images to aide recall.

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 The Emigree as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

Fully differentiated (by colour) resources to support the teaching of 'Of Mice and Men' for KS3/GCSE. Ideal resources for year 8/9 students. These lessons are meticulously planned and embed skills needed for GCSE English language and literature. These lessons are ready to. Download and teach! Lessons support: - reading of the novel - analysis of Steinbeck's language - character analysis - theme analysis - context exploration and analysis - revision of characters and themes - begin to structure exam responses - modelled exam paragraphs Differentiation: purple= lower ability 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 n the real 9-1 examinations and are phrased in the same ways too. This paper uses War photographer as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

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 Extract from the prelude as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

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. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

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 rea AQA l 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

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 Bayonet as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

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. The student responses can then be marked using the relevant mark scheme for literature. Extract is taken from chapter 4

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. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

With a limited number of sample assessment materials available - this exam question has been made to use as a mock examination. The exam is set out in the exact same way as the real examination. 1. Students read 2 unseen poems on a like theme 2. Students compare the 2 poems

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 London as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

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. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 8.

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. The student responses can then be marked using the relevant mark scheme for literature. Extract is taken from chapter 10