A full and indepth TWENTY page up to A* guide on this Plato's work 'The Trial and Death of Socrates' for A/S and A Level students, tutors and teachers, with the slant of discussing absolute morality. It can be used as revision, as a lesson tool, or just to make sense of this complex philosophical idea for new students. Fully annotated, with quotes and a full page further reading recommendations, this is an essential guide to one of the most basic principles of ethics and philosophy- it was written for the OCR board but is suitable for all exam boards that are covering this precept (and they all will).

A full and in-depth TEN page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this obscure and complex poem. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to one of the most challenging poems of the GCSE anthology- suitable for all exam boards. This is part 1, going over biographical and poem context, as well as universal themes (issues the poet tend to address a lot) essential in any pre 20th century poems but especially Browning: the more focused part 2- Context, Themes, Motifs, Symbolism and Language , is also available on here. Photo credit: modern artist Molly Crabapple.

A full and indepth ten page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this obscure and complex poem. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to one of the most challenging poems of the GCSE anthology- suitable for all exam boards. This is part 2: Themes, Symbols and Motifs often the 'harder bit' that stops pupils from getting top grades. The introductory part 1- Biographical Context and Universal Themes, is also available on here. Photo credit: modern artist Molly Crabapple.

This is the sixth part for the verbal reasoning component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 40-42 (including CEM format) possible types of exercise that can turn up on these entrance exams, these are the first quarter. These methods are unique to me and I spent some years with real pupils developing them to the highest possible standard. This part (6) for exercises that appear to crop up in the CEM format and there is some crossover between the CEM format and the NFer format some schools are still using. It contains: Type 38- match the word (also see part 4 of our survival guides) Types 10 and 10A and - matching synonyms and antonyms Types 41 and 41A- synonyms and antonyms, with missing letters Type 42- correcting words in paragraphs, with missing letters Type 12B- odd one out (see part 2 of our survival guides for Type 12A) Type 1A- rearranging sentences (see part 1 of our survival guides for Type 1) Type 18A and 18B- choosing the correct word to complete a sentence (A) or paragraph (B) Therefore, this is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component and CEM. All these sections are/will be available in the shop. The answers are included, with some explanations. For parents, tutors and pupils who'd like to try for grammar or other selective school, each page has a full and friendly explanation of what to do and what tricks and traps to avoid, with sample questions to try at the bottom of each page. Fourteen pages long and at a bargain price of £2 per section. ***Note that one or two typeos are always deliberately left in the NFer 11+ guides because they are notorious for having mistakes in their exams, one reason why many schools and LEAs are moving to CEM formats. Pupils need to know what it 'feels' like to find an error, to 'know' that examiners are fallible, how not to panic when they find an error as they will be awarded the mark anyway, and just to let the teacher/invigilator know. Parents/tutors: do have this explanation ready when your child/pupil attempts these tests. Errors are most common on maths and codes exercises. If you find an error in this please let me know and I will send you for free a corrected one, as the CEM papers tend not to have typeos like the NFer ones. All care is taken to try and avoid errors in these papers.***

A full and indepth eight page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this classic novel. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to Lord of the Flies. This is part 1: Context and Character. the more focused part 2- Context, Themes, Motifs, Symbolism and Language , is also available on here.

A full and indepth eight page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this classic novel. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to Lord of the Flies. This is part 1: the more focused part 2- Context, Themes, Motifs, Symbolism and Language , is also available on here.

This topic is an activity guide of AQA History Unit 2B The Wars of the Roses and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module. It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module. It is an A* grade response to the task set in schools to research the women of the wars, in this case Elizabeth Talbot, Duchess of Norfolk. This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The context to take into account here is: 1. From where do the sources of power come within a state? (economic, social and political). How/ was this different for women? 2. How do those who support kings fare when the regime changes? The Mowbrays and the Howards (the next Dukes of Norfolk) fared well under both York and Lancaster though John the 3rd Duke changed sides so much that he was rarely expected to even appear on the battlefield let alone send forces to arrive in time (see their guide) Elizabeth’s husband the 4th Duke was Yorkist through and through. Elizabeth served both York and Tudor, escaping the destitution and marriage ‘sales’ that often faced her fellow noblewomen. Even late on in her life while in ‘retirement’ at the Minorities, she had the funds to buy the wardship of Gilbert, heir of Thomas Pynchbeke, from the Earl of Oxford. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) And in depth: Here we will look at another ‘woman of the wars’- Elizabeth Talbot, Duchess of Norfolk. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Alice Chaucer Duchess of Suffolk and Margaret Paston activity guides for this Unit. These are/ will be all available in the shop. This guide is SIXTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.

This topic is an activity guide of AQA History Unit 2B The Wars of the Roses and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module. It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module. It is an A* grade response to the task set in schools to research the women of the wars, in this case Alice Chaucer Duchess of Suffolk. This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The context to take into account here is: 1. From where do the sources of power come within a state? (economic, social and political). 2. How do those who support kings fare when the regime changes? The de la Poles often did not fare so well at all (see their guide) but Alice weathered the political storm pretty well, escaping the destitution and marriage pawnage that often faced her fellow noblewomen. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) And in depth: Here we will look at another ‘woman of the wars’- Alice Chaucer Duchess of Suffolk. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Elizabeth Talbot, Duchess of Norfolk and Margaret Paston activity guides for this Unit. These are/ will be all available in the shop. This guide is FOURTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding. ALL WOMEN OF THE WARS GUIDES ARE AT A SPECIAL PRICE OF £5 EACH TILL THE END OF APRIL 2017!

Meant to provide excellent background knowledge for one of the key families in the History modules THE WARS AND ROSES and/or THE TUDORS, this FOURTEEN page guide, fully annotated with revision questions provides essential background to both modules. This is set as a backdrop to the following issues: 1. From where do the sources of power come within a state? (economic, social and political). The previous guide looks into ‘Lancastrians’, and this second supplementary guide, the ‘Yorkists’. (Remember WHEN these terms' context and definition changes and why/how.) 2. What was/is the nature of kingship and from where does it come? And how do those who support kings fare when the regime changes? The de la Poles often did not fare so well at all. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? (social and economic) Here we looked at a family on the fringes who married into nobility and consorted with Kings on the battlefield and at Court. 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) and in this guide we have looked one of the families who fortunes rose and fell at the whim of Kings and magnates. It is clear that many at the top did not appreciate.

Meant to provide excellent background knowledge for one of the key families in the History module THE WARS OF THE ROSES, the de la Poles, this THIRTEEN page guide, fully annotated with revision questions provides essential background to both modules. This family came up from merchants to be advisor to Henry VI in a historically short space of time. This is set as a backdrop to the following issues: 1. From where do the sources of power come within a state? (economic, social and political). The previous guide looks into ‘Lancastrians’, and this second supplementary guide, the ‘Yorkists’. (Remember WHEN these terms' context and definition changes and why/how.) 2. What was/is the nature of kingship and from where does it come? And how do those who support kings fare when the regime changes? The de la Poles often did not fare so well at all. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? (social and economic) Here we looked at a family on the fringes who married into nobility and consorted with Kings on the battlefield and at Court. 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) and in this guide we have looked one of the families who fortunes rose and fell at the whim of Kings and magnates. It is clear that many at the top did not appreciate. Part 2 of their timeline, suitable for both this module and THE TUDORS, is also available in the shop.

An essential overview lesson and/or revision guide for parents, pupils and teachers covering all the points you need to gain good marks in the first module of the Unit 2B course of the History A/S and A level syllabus. Written for the AQA exam board, but suitable for all exam boards, this ten page, clearly written document also has multiple choice questions to check understanding and comprehensive further reading sources to delve more deeply into the module. This covers all the events, issues and key players of the years 1450-9, and meant as a starting point for the entire Wars of the Roses unit. Part of a set of guides for the entire Unit 2B course, consisting of overviews, events, geneaologies, activities set by AQA, in depth and source work. Together they make a full, A grade coverage of the entire syllabus. Suitable for A/S and A level.

A full in depth analysis of Simon Armitage's 'Remains', part of the 'Conflict' section of the GCSE Anthology. Ten pages long fully annotated with check yourself questions, and further reading recommendations, this guide is perfect for a lesson plan, revision, or getting to grips with this piece of now classic modern poetry. Pupils, teachers, tutors and parents who are home schooling will find this invaluable. It contains biographical and social context information, themes, symbols, motifs and language structures such as simile, metaphor, rhythm and rhyme, and imagery.

A full in depth analysis of Carol Ann Duffy's 'Before You Were Mine', part of the 'Love and Loss' section of the GCSE Anthology. Eight pages long fully annotated with check yourself questions, and further reading recommendations, and a copy of the poem to write on to save messing up the anthology, this guide is perfect for a lesson plan, revision, or getting to grips with this piece of now classic modern poetry. Pupils, teachers, tutors and parents who are home schooling will find this invaluable. It contains biographical and social context information, themes, symbols, motifs and language structures such as simile, metaphor, rhythm and rhyme, and imagery.

A full in depth analysis of Carol Ann Duffy's War Photographer, part of the 'Conflict' section of the GCSE Anthology. Nine pages long fully annotated with check yourself questions, and further reading recommendations, this guide is perfect for a lesson plan, revision, or getting to grips with this piece of now classic modern poetry. Pupils, teachers, tutors and parents who are home schooling will find this invaluable. It contains biographical and social context information, themes, symbols, motifs and language structures such as simile, metaphor, rhythm and rhyme, and imagery.

This is a guide that can be used for the end of Unit 2B 'The Wars of the Roses' or the start of Unit 1C: ‘The Tudors: England 1483-1603: Consolidation of the Tudor Dynasty: England 1485-1547. This should be read in conjunction with the other Unit 1C/2B modules for A/S and A2 (available in the shop). It focuses on an overview discussing the regime change from York to Tudor, including Bosworth. More guides on both of these Units are also available on here. Without this context it is difficult to ascertain exactly what Henry VII needed to do to consolidate the monarchy, which is the whole point of this module. At A/S and A level you need to link events and policies if you want an A grade. Thirteen pages long with revision questions and full further reading links, this contextualisation is vital in order to frame the events of 1483-99. Made for the AQA exam board but suitable for all exam boards that do this topic, it is useful for teachers, tutors, parents and pupils for a frame of reference for the accession of Henry VII that used to be seen by traditional historians as an 'easy', black and white period of history- how we know it was no such thing.

An essential indepth lesson accompaniment to the Cade's Rebellion contextual overview guide; also available in the shop for FREE; and/or revision guide for parents, pupils and teachers covering all the points you need to gain good marks in the first module of the Unit 2B course of the History A/S and A level syllabus. Written for the AQA exam board, but suitable for all exam boards that contain this Unit, this FOURTEEN page, clearly written document also has multiple choice questions to check understanding and comprehensive further reading sources to delve more deeply into the module. This second part adds depth to the CONTEXT of Cade's Rebellion (1450) part 1 of the activity guide on this topic. Without context, writing good grade essays at A level is not possible. Part of a set of guides for the entire Unit 2B course, consisting of overviews, events, geneaologies, activities set by AQA, in depth and source work. Together they make a full, A grade coverage of the entire syllabus. Suitable for A/S and A level.

An essential overview lesson and/or revision guide for parents, pupils and teachers covering all the points you need to gain good marks in the first module of the Unit 2B course of the History A/S and A level syllabus. Written for the AQA exam board, but suitable for all exam boards, this TWELVE page, clearly written document also has multiple choice questions to check understanding and comprehensive further reading sources to delve more deeply into the module. This covers all the CONTEXT of Henry VI's social and economic policy, provides good detail of the social and economic Acts and Statutes between 1450-61 (when Edward IV acceded the throne) and makes the valid point that the Council ruled 'for' the king for much of his reign (vested interest/factionalism). This is part 1 of the activity guide on this topic. Part 2 will soon be available on here. Without context, writing good grade essays at A level is not possible. Part of a set of guides for the entire Unit 2B course, consisting of overviews, events, geneaologies, activities set by AQA, in depth and source work. Together they make a full, A grade coverage of the entire syllabus. Suitable for A/S and A level.

An essential overview lesson and/or revision guide for parents, pupils and teachers covering all the points you need to gain good marks in the first module of the Unit 2B course of the History A/S and A level syllabus. Written for the AQA exam board, but suitable for all exam boards that offer this module, this ten page, clearly written document also has multiple choice questions to check understanding and comprehensive further reading sources to delve more deeply into the module. This covers all the events, issues and key players of the years 1461-71, and meant as a starting point for the entire Wars of the Roses unit. Part of a set of guides for the entire Unit 2B course, consisting of overviews, events, geneaologies, activities set by AQA, in depth and source work. Together they make a full, A grade coverage of the entire syllabus. Suitable for A/S and A level.

This is a seven page guide on how to form verbs in the PAST PERFECT tense that use 'être' as their past participle (the HAVE part, e.g. she HAS done). You will need this skill to complete KS3 and almost all GSCE tasks to an A/A* standard. With informal layout and full explanations of what each tense is, and why, with examples, and 48 exercises to try with full answers, this is an essential guide to ensure you can write, read, hear correctly and speak good, full sentences in tasks. This is part 1- how to do the pluperfect tense with verbs that use 'être' is also in the shop. Passive tenses (e.g. they have BEEN seen) will also be covered as they use 'être' too, in another guide. Suitable for revision, a lesson guide or familiarising yourself with French grammar for pupils, teachers, tutors and home schoolers. For ages 11 and upwards and even for primary school students if they are advanced students.

A model essay for Steinbeck's Of Mice and Men on possibly one of the most contentious characters- Curley's wife. Currently at an A03/grade B level, at the end there are tips on how to improve it to an A/A*. Suitable for pupils who are trying to streamline their essays or come up from a C grade, or lesson aid for tutors and homeschoolers.