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 stave 3.

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 stave 2.

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 stave 1.

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 stave 1.

A selection of structure strips that have been incredibly useful and rewarding. They have been used to help students to form better quality analytical paragraphs as well as improved transactional/non fiction writing. All of the strips can be edited and use the 'what, how, why' method as opposed to PEE which can be too restrictive Included in this bundle are structure strips for: - Romeo and Juliet - act 2 scene 2, act 1 scene 5, imagery - poetry comparison - non fiction writing - Animal Farm - theme of exploitation - AQA language paper 2 question 2 - AQA language paper 2 question 4 - AQA language paper 1 question 2 and paper 2 question 3 (language questions) - Of Mice and Men

Fully differentiated resources to support the teaching of 'Of Mice and Men' chapter 1. Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - explore pathetic fallacy in the opening - analyse character presentation - explore animal imagery - use 'what, how, why' as a method for analysis instead of PEE which is too restrictive - explore George and Lennie's American Dream - work in groups in carousel activities - use writing strips to structure better responses

A Differentiated resources to support the exploration of gun culture following the recent attack in Las Vegas. (October 2017) Resource provides opportunities to: - compare gun culture statistics in UK and USA - compare Obama's speech on gun culture with Trump's election campaign speech - explore the events in Las Vegas - write a formal letter of argument on the subject - Analyse the effectiveness of Obama's speech - Analyse language - Use 'what, how, why?' instead of PEE Differentiation: purple = lower blue = middle yellow = higher

3-4 differentiated lessons to introduce Of Mice and Men. Resources provide opportunities to: - explore the great depression including dust bowl - explore the roaring twenties - write imaginatively - upgrade sentences - Analyse language within the song/poem ‘Do-re-mi’ - use ‘what, how, why’ to form analytical paragraphs Differentiation: purple = lower blue = middle yellow = higher

A differentiated lesson that results in students writing their own speech as class president. Students will explore the legacy left by Barack Obama and discuss how effective he was as a leader. Students will also explore the attributes of a leader that they are familiar with through people they know or admire. Students will watch President Trump's inauguration speech and consider its effectiveness through analysis of language used. Students will consider propagandist techniques and identify them within Trump's speech., The final assessment requires students to agree a class success criteria before the writing task using their understanding of the mark scheme and essential ingredients for good speeches.

A well planned lesson that results in students writing a formal argument for a broadsheet newspaper. Students will consider a range of statements and determine whether they are for or against and will justify their opinions. Students will have an example argument modelled to them and will unpick the success criteria within the example. Students will then use this as a basis for their own argument.

After hearing how useful chanting quotations was, from a colleague, for students in remembering key quotes, I led a session for year 11 that guided them through ways of remembering quotes for their literature exams. By the end of this session students will know 3 quotations relating to the inspector by heart. This is achieved through linking the quote to an image and possibly an action and then by repeatedly chanting the quotes. The resource also walks through the mark scheme with students and highlights how crucial quotations are in achieving marks. Students will also explore writer's methods used within the quotes Students are also exposed to an example question paper so they can see the lack of support they will receive and refers to the other literature questions. The final activity requires students to use the quotations they have learned to plan a response to an exam question about the inspector.

A resource that exposes students to 4 possible questions and encourages them to practice following a set of steps for ensuring that their response will contain all of the necessary elements. (Focus on the question, evidence, analysis of methods, context)

Resource s to support the revision of Animal Farm for GCSE with reference to the AQA literature paper Resources provide opportunities to: - revise characters - revise themes - structure a response to the question - mark a sample response