A fact sheet and matching powerpoint which explains the historical and contextual significance of King James I of England and how politics in England in the early 1600s are reflected in the play Macbeth. Great for pointing out cross curricular links between History and English Literature! This resource encourages students to consider the role of the WRITER when writing essays on Macbeth, highlighing pieces of information that Shakespeare likely chose to include deliberately, to reflect current affairs, appeal to his company's new patron (King James) and to reflect the interests and beliefs of King James particularly, and his audience in general.

Top facts about The Tempest's cultural context, including: A summary of the Slave Trade's role in the British Empire - useful for considering the relationships between Prospero/Miranda and Ariel/Caliban Top facts about King James, Shakespeare's patron at the time when the Tempest was written. Shakespeare reflects several of King James' interests in the play, including magic/witchcraft, the Divine Right of Kings, plotting and betrayal (the Guy Fawkes plot) and efforts to make peace with the Spanish. Top facts about Shakespeare and where he was in his life when he wrote The Tempest, which was his final play. Useful for discussions about Prospero and whether or not he represents Shakespeare and his role within the court/society towards the end of his life. All of these themes and interests play key roles within the Tempest and provide interesting discussion points for higher level GCSE and AS/A-Level.

These resources are basic handouts that I developed in order to teach a selection of poems by WW1 poets to KS3/KS4 students The poems/poets included are: Siegfried Sassoon - Glory Of Women Wilfred Owen - Dulce Et Decorum Est Lawrence Binyon - For The Fallen There are information sheets on all of the poets and their lives/backgrounds, and one extra on Hedd Wyn, the Welsh Bard who died in WW1. Lawrence Binyon's poem is not included in many anthologies, but it will be familiar to some students as a part of it is read out during memorials at the national and local cenotaphs. "They shall not grow old as we that are left grow old Age shall not weary them, nor the years condemn them" There is a comprehension exercise on Wilfred Owen's summary document, which ties into inference and reading between the lines, as well as a copy of Siegfried Sassoon's declaration against the war, which was read out in Parliament and published in many national news papers at the time. There are also some WW1 posters and an information sheet on the poisonous gases used in WW1, to support understanding in the poems by Sassoon and Owen.