This is a straightforward lesson that follows on from prior teaching of broadsheet article writing. The question is styled in the form of AQA but could be adapted for other boards. After a true or false Do Now task, the question is introduced and discussed. This is followed by brief coverage of a suggested article structure (heading, introduction, main body and conclusion). Students then work through a series of questions in response to a sample answer/WAGOLL. This sheet could be printed on A3. Staff then take feedback from students. Students write their own responses. The lesson concludes with a learning review composed of five key questions.

A 63-slide PowerPoint that explores Act Two of ‘An Inspector Calls’. It covers: Revision of some of the key ideas from Act One Two separate keywords activities for Act Two (worksheets included) A sequencing of Gerald’s affair task Three differentiated questions to encourage analysis of Gerald’s affair: a) in terms of his relationship with Sheila; b) In terms of the patriarchal society of the Edwardian Era; c) In term of Marxist theory (worksheet + sample answers for B and C included) Daisy’s Diary creative writing task Notes on the contextual background of the Brumley Women’s Charity Organisation e.g. noblesse oblige and the deserving and undeserving poor A quotation hunt based on some of the key ideas in early Act Two The Literature Assessment Objectives and an example analysis paragraph based on a Sybil quotation Inference-making activity based on a range of things Sybil says in Act Two True or False statements relating to Eva Smith’s application for charity A ‘why do you think’ series of statements relating to Eva Smith’s application for charity (suggested answers included) A final extended-response question: How does Priestley present Sybil Birling in Act Two? (high level sample answer included) A 20-question quiz on Act Two. Review This unit of work follows on from: https://www.tes.com/teaching-resource/-an-inspector-calls-act-one-unit-of-work-11839609 It can exist independently but it assumes some pre-teaching of contextual ideas including Marxist Theory and capitalism v socialism.

A PPT that enables an exploration of ‘London’ by William Blake. The lesson includes: A true or false entry task that provides some hints about the context of the poem. A handout on the context of the poem with an accompanying worksheet. A guidance sheet to prompt annotation of the poem. 3 differentiated extended response questions. The lesson is aimed at upper-ability learners and should last 1.5-2 hours approximately.

This is a lesson on ‘Ozymandias’ in the Power and Conflict Anthology. It is aimed at lower ability learners and includes: Do Now Task: Learners look at a photo of an Egyptian pharaoh and respond to three questions Feedback slide Learners read a sheet detailing the poem’s contextual background and use it to complete a mind map Suggested annotations for lower ability learners An essay on how the poem reflects Shelley’s feelings about power Comparison with ‘The Prelude’ table to complete Review Estimated completion time: 1.5 hours

A straightforward introduction to speech writing for lower-middle ability KS3. It covers: Starter task (see cover image) What is a speech and who makes a speech? AFOREST features used in a WAGOLL. Learners label the features used in the WAGOLL. There are two provided, one for lower ability and another providing some reading challenge. Learners then write their own persuasive statements based on the AFOREST features. Review. This lesson is likely to take around an hour.

Mark schemes for all sections of the AQA 8702 English Literature papers translated into more accessible English.

This is the full text of Stave Three, annotated as a PDF file. The annotations are not always as dense as you see in the cover image but I’ve aimed for a higher level of detail. This may benefit anyone with a top set group or a learner who may need to read the text independently of the rest of the class. If you purchase this resource, ensure that you open it in a PDF reader. Opening it in a browser tends to distort the appearance. I also find that a magnification of over 150% makes viewing the comment boxes easier. I’d like to think there are no typos in the file but should you find one, please contact me using my shop’s email found on the store front. If you do come across a genuine error you can select another resource under the value of £5 for free. These files may be updated periodically, so please check the resource listing to ensure that you have the most up-to-date file.

This assessment tracker uses the 2024 grade boundaries for AQA Paper 1 and 2 for Language and Literature (8700 + 8702) It will generate a grade for individual sections, each paper and each individual course. Please email me using the address on my store front if you would like any adjustments made to your tracker, e.g. additional columns. Please do not send any pupil data when requesting adjustments.

A straightforward lesson that encourages debate on the likeability of Gerald Croft in ‘An Inspector Calls’. After a picture-based association task to begin with, students examine the question of whether Gerald Croft is a hero or a villain. The lesson ends with students responding to a ‘for or against’ activity centering on Gerald’s Croft’s culpability in the suicide of Eva Smith. This lesson could be used a one-off cover lesson for students that have a good understanding of Gerald’s actions in the play.

This is a ‘crash course’ in Act 4 for lower ability learners. It comprises of three storyboards and scene summaries for Act Four of ‘Macbeth’. The aim is for learners to use the scene summaries to describe what is happening in each scene, based on the images and quotations. This could be used for revision of Act Four or to promote understanding. It was designed with time pressure in mind.

A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A is an extract from Nellie Bly's 'Ten Days in a Madhouse' (19th Century Non-Fiction) Source B is a blog entry available on the Mind website: In Crisis, My Experience. (Link provided on slide) This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

A PPT that enables an exploration of Shelley’s ‘Ozymandias’. As with many of my other Power and Conflict lessons, the emphasis is on independent learning, so you might wish to ask learners to work in pairs or groups for the activities. The content is aimed at upper ability groups. This lesson comes with a detailed context sheet and a modern translation of the poem.

A PowerPoint that can be used to teach or revise AQA 8700 Language Paper 1, Question 2 - the 8 mark language question. The main question is based on an extract from Paula Hawkins’ ‘The Girl on the Train’. If you purchase this resource, please be aware that you will need to source the extract for yourself. It is the opening chapter of the novel, from ‘There is a pile of clothing…’ down to ‘…not a drop left’. The entry task is based on an extract from an 1888 article about Jack the Ripper. Learners examine the extract and think about how the writer has portrayed the subject of the article. This extract is then presented on slides 3-4 so it can be annotated. Two short excerpt from sample responses are then provided for comparison. Learners should identify which response would be likely to score more highly and suggest reasons why. The lesson then moves onto the main extract, which is accompanied by a sample exam question. Learners read and highlight the extract in relation to the question and then feedback. There are some key point on the language question to go through followed by a sample answer/WAGOLL. Learners then taken ten minutes to write their own responses and peer assess.

A mind map for AQA English Language Paper 2. Black and White version also included.

If you are planning to introduce your learners to the context of ‘An Inspector Calls’, these documents may be of use to you. This pack contains: A mock Twitter feed for Eric Biring (also contains some hints about the plot) Two front covers of an imagined ‘Dandy’ magazine (N.B. the article headlines are the same) A mock flyer for the Titanic A mock receipt from Milwards for Arthur Birling A mock notice from Birling to his workers about a planned wage reduction A mock letter from Eva Smith to a female friend/relative about the planned wage reduction A mock anti suffrage poster (not shown on front cover). These documents could be used to introduce learners to the context of AIC or to revise the context as you approach the end of the play. There is a recording sheet for learners to make a note of their inferences as they move through the texts and a PPT slide that presents a suggested question. Some of the files are available as both PowerPoint slides and JPEG files. These files were last saved using Office 2016.

This lesson looks at the requirements of AQA Paper 2, Question 5 with a particular focus on leaflet-writing and the use of language to instruct and advise. It draws from my original PPT: https://www.tes.com/teaching-resource/leaflet-writing-for-gcse-11757705 and could be used as a follow on from the free Section A questions provided here: https://www.tes.com/teaching-resource/aqa-8700-paper-2-railway-accidents-11992280 However, this can act as a stand-alone lesson. It covers: Key points about AQA English Language, Paper 2, Question 5 The structure of a leaflet The different purposes of a leaflet (with task) A note on planning and identifying the purpose, audience and format (with quick task). The features of writing to instruct and advise (with handout) A WAGOLL for the given task After learners have written their own, they then use success criteria to peer assess and then rate their learning. The PPT is aimed at middle-upper ability learners and is likely to take about 2 hours, including independent writing time (45mins).

This crossword is based on the extract from novel that begins, ‘It was a dreary night of November’ down to ‘…black and comfortless sky’. Suitable for middle-ability KS3.

This worksheet can be used at either KS3 or KS4 to enable students to plan a short story according to Freytag’s Pyramid. NB. I have used the term ‘initial situation’ instead of exposition. An alternative, older version of this worksheet should be available here: https://www.tes.com/teaching-resource/short-story-planning-flow-chart-11747165

The fourth in the creative writing series for lower ability KS3. It includes: Identify the personification, simile and metaphors in a passage of fiction (links to previous lesson) Feedback from starter slide What are adverbs and adjectives? Identifying adverbs and adjectives in a range of sentences, with extension task. Re-writing sentences using more ambitious adverb and adjective choices (list provided) Review

Four moderately differentiated homework booklets for the study of ‘Macbeth’. Each booklet includes: A brief guide to the AQA 8700/8702 Language and Literature exams; The 8702 assessment objectives, translated into simpler English. A sample Macbeth question 11 extracts from the play, with similar activities for each (cover image gives an indication). At the end of each booklet is a brief revision and consolidation section. Booklet 5A is largely in font size 14 with line-spacing at 1.5. In the first section, you may need to edit the information about the Literature exam if your group is not studying ‘A Christmas Carol’. These booklets were last saved using Word 2016. UPDATE: this resource is now being sold with the accompanying answer booklet for the extract-based questions. The exemplar responses in this booklet are aimed at higher-achieving learners.