A summary for Steinbeck's Of Mice and Men on its allegory, symbolism and motifs. There is enough information in this to obtain A04/A/A* in the technical part of an essay on this book. Excellent as a lesson starter for tutors, homeschoolers and teachers, and for pupils who are trying to streamline their essays or come up from a C grade, or lesson aid/revision for everyone.

This is a A/A* grade GCSE English model essay preparation handout covering a topic in the play An Inspector Calls by JB Priestley. In this case it is a discussion of the character of Gerald Croft and how he embodies the themes of the play. It includes points to discuss; themes you should mention in ANY Inspector Calls essays; and quotes- and deviates from the PEE structure. This is because many examiners consider PEE a weak structure for which they can only award AO2/ grade C marks. Great revision/ essay preparation tool that can be adapted for all essays, and useful for those who find the play difficult to follow. It is divided up in how to compile an introduction an essay body and a conclusion. A useful guide for teachers, pupils and tutors/parents who homeschool, with four pages of explanation and themes, and an additional three page section for the addition of relevant quotes and space to make your own analysis/commentary before you start the essay.

This is a four page guide on all the tenses (times in the past present or future) you will need 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, this is an essential guide to ensure you can write, read, hear correctly and speak good, full sentences in tasks. Suitable for revision, a lesson guide or familiarising yourself with Spanish 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 full in depth analysis of Wilfrid Owen's 'Exposure' poem, 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 World War I 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 the fourth 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. There is an extra part (5) for exercises added to these tests from 2012 that has been created for exclusive online upload too.s For the CEM 11+ guides please see parts 6 and 7 of our survival guide. This section contains mathematical sequences and skills, short codes and vocabulary exercises. This is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. 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. Eight 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.***

AN EIGHT page guide on this novel, it includes: Examination of the three main themes in the novel and how to use them in essays Biographical detail on the author Historical, literary and social context of the novel With good weblinks to topics that students just starting out at GSCE may not be familiar and ten multiple choice questions to check knowledge and understanding of the text and the guide (with answers) this guide can be read before or after reading the novel. Useful for teachers, tutors and pupils, this can be used as revision, an essay helper or a whole lesson document. Allied to this is part 1 of the analysis of this novel, concerning the characters, in full, also available on this site. This can be used for KS3 or GCSE (11-16 year olds.)

An essential lesson and/or revision guide for parents, pupils and teachers covering all the points you need to gain good marks in the fourth module of the Unit 2B course of the syllabus for the 'Wars of the Roses' (or first of the A2 part of the syllabus). Written for the AQA exam board, but suitable for all exam boards that offer The Wars of the Roses as a module such as OCR, this thirteen 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 is the second part of these guides that analyse the reign of Edward IV- here we have an detailed yet summarised for ease of learning overview of his parliamentary acts and statutes in the context of society and economy 1471-83. It also discusses the achievements of Edward IV as well as his potential failures as a king in societal/economic terms. More guides, for the rest of the modules of this syllabus, and more depth on Edward IV are/will be available in the shop or on request.

AN EIGHT page guide on this novel, it includes: Examination of all major and minor characters How each character connects to themes (keyworded) in context Links to how and where they appear in the novel With good weblinks to topics that students just starting out at GSCE may not be familiar and ten multiple choice questions to check knowledge and understanding of the text and the guide (with answers) this guide can be read before or after reading the novel. Useful for teachers, tutors and pupils, this can be used as revision, an essay helper or a whole lesson document. Allied to this is part 2 of the analysis of this novel, concerning themes, symbolism and motifs in full, also available on this site. This can be used for KS3 or GCSE (11-16 year olds.)

A full and in-depth 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 poem by Seamus Heaney. 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 goes over biographical and poem context, universal themes (issues the poet tend to address a lot) themes, motifs, symbolism and language. Picture credit: Geoff Rollinson.

This is a guide for Unit 2B: ‘The Wars of the Roses 1450-1499’ This should be read in conjunction with the other Unit 2B modules for A/S and A2. Here we shall focus on an overview comparing both the system Henry VI ‘inherited’ and any changes or developments both from his time; and an overview of how kingship developed in England overall- as far as records will let us. One of the skills many students find it hardest to successfully show is how to show trends and change without over-generalising, so context is everything. This FOURTEEN PAGE, fully annotated guide, with revision questions at the end, covers the nature of kingship and monarchy up to Henry VI, with context from the invasion of the Normans and the growing concept of 'English' identity. Part II, concentrating more on the reigns of Edward IV and Richard III, are also in the shop.

This is a guide for Unit 2B: ‘The Wars of the Roses 1450-1499’ This should be read in conjunction with the other Unit 2B modules for A/S and A2. Here we shall focus on an overview comparing both the system Henry VI ‘inherited’ and the actions and roles of Edward IV and Richard III, as well as introducing Henry VII in this context-and any changes or developments both from the Dark Ages; and an overview of how kingship developed in England overall- as far as records will let us. One of the skills many students find it hardest to successfully show is how to show trends and change without over-generalising, so context is everything. This SIXTEEN PAGE, fully annotated guide, with revision questions at the end, covers the nature of kingship and monarchy of Edward IV and Richard III, with context from the invasion of the Normans and the growing concept of 'English' identity. Part I, concentrating more on the reigns of Henry IV-VI, are also in the shop.

This topic is an activity guide of AQA HistoryUnit 2B: ‘The Wars of the Roses 1450-1499: The War of the Barons 1459-61’. However, it can be used for any exam board running the Wars of the Roses module. It is an A* grade response to the task set in schools- 'Why did Edmund, 4th Lord Grey of Ruthin change sides at the Battle of Northampton (1460) from Lancaster to York?' 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 issues discussed are: 1. Who was Lord Grey and what is his family background? Nobles had marriage alliances for a reason. 2. What was and why did the Battle of Northampton take place? Who was fighting? 3. Why did he ‘change sides’ from Lancaster to York mid battle? This was not a unique occurrence during civil war, and civil war was commonplace historically, so we need to look at his personal motives as much as background on the period itself. 4. What were the effects of him doing this in the short term and for this module, even this Unit? This guide is FIFTEEN pages long and fully annotated/referenced, with 'check yourself' questions at the end to aid understanding.

This topic is an activity guide of AQA History Unit 2B: ‘The Role, Purpose, Content and Context of the Paston Letters’. However, it can be used for any exam board running the Wars of the Roses module. It is an A* grade response to the task set in schools to research these letters and the people that wrote them. More on the Pastons is/will be available in the shop. 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 issues discussed are: Who are the people who wrote the Paston Letters? Which king(s) or faction(s) did they support? Are their outlooks on the events and situations they discuss to be trusted? (Quick answer- no. ALL sources have bias.) This guide is FOURTEEN 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 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 these letters and the people that wrote them, in this case Margaret Paston. More on the Pastons is/will be available in the shop. 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 issues discussed are: Who are the people who wrote the Paston Letters? Which king(s) or faction(s) did they support? Are their outlooks on the events and situations they discuss to be trusted? (Quick answer- no. ALL sources have bias.) And in depth: Here we will look at another ‘woman of the wars’- Margaret Paston. 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 Elizabeth Talbot, Duchess of Norfolk activity guides for this Unit. These are/ will be all available in the shop. This guide is FIFTEEN 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 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 these letters and the people that wrote them, in this case Elizabeth Woodville, wife of Edward IV and one of the most contentious women of the period. 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 issues discussed are: The Woodville genealogy Elizabeth's mother, Jacquetta of Luxembourg The legitimacy of the marriage and its consequences Her role after Edward died and more Primarily (as in all historical topics) the economic, social and political issues. Secondly, an OVERVIEW of the hierarchy of the time (the social structure that existed in mid-fifteenth century society) and background knowledge is necessary to be able to write essays with authority. And finally, a study the factions is vital - who changed sides and how did this affect the outcome of this module; the authority - or lack of, and the legitimacy - who had the best ‘right’ to rule, and why certain claimants were supported by certain factions. To use this guide, please have the Tudor, Woodville and Valois genealogy guides close to hand. The Lancaster and York genealogy guides will also prove useful. Other useful guides are mentioned below. If they are not in shop, they can be provided on request. This guide is FOURTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.

This is the first part for the Mathematics component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 60 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. It is set out in the form of an exam paper that is six pages long and contains 60 questions, and is 16 pages long in total. The first six pages are the paper itself. The following topics are covered: Fractions, decimals and % (up to level 5 skills) Basic algebra Area of 3 and 4 sided shapes Pythagoras' Theorem Inverse operations Time (12 and 24 hour clock, as a fraction) Degrees Lowest common multiples Conversions (metric and time). Unlike many other papers that just provide answers and no help, it then has -a full page where you can note your scores on each skill, showing strengths and weaknesses in these areas. Full guides on how to do these skills, if not already, will soon be available in the shop. - NINE pages of full, colour coded and informal (but correct) explanations of every single question, with consistent and fast methods to help you get the answer right every time! For parents, tutors and pupils who'd like to try for grammar or other selective school, and can also be used for Year 7 preparation to ensure pupils are streamed into top middle and higher in Maths sets whether they go to grammar school or not. It can also be used for 11+ retakes at 12/13+.

This is a guide for module 1 of Unit 1C (AQA) but suitable for all exam boards that offer this course: ‘The Tudors: England 1483-1603': Consolidation of the Tudor Dynasty: England 1485-1547. This should be read in conjunction with the other Unit 1C modules for A/S and A2 (available in the shop). Part 1 (available in the shop) focuses on an overview comparing the monarchial system Henry VII ‘inherited’ with the one he wished to create. (This guide could also be used as background for Unit 2B.) Part 2 of this first module is also available, which defines the Renaissance and sets forth arguments- as used to be merely accepted- as to whether Henry VII fits that definition. But this is part 3- the nature of his initial moves to establish the ‘Tudor dynasty’ and maintain his early tenuous grip on the throne of England. Without this context it is difficult to ascertain exactly what Henry VII did to consolidate the monarchy, and even if he succeeded, 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. Fully THIRTEEN pages long and annotated, with further reading options and revision style questions to check your knowledge, these compact yet detailed guides are essential reading that also cut down pupil study time. 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 a topic 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.

This is a guide for module 1 of Unit 1C (AQA) but suitable for all exam boards that offer this course: ‘The Tudors: England 1483-1603': Consolidation of the Tudor Dynasty: England 1485-1547. This should be read in conjunction with the other Unit 1C modules for A/S and A2 (available in the shop). Part 1 (available in the shop) focuses on an overview comparing the monarchial system Henry VII ‘inherited’ with the one he wished to create. (This guide could also be used as background for Unit 2B.) Part 2 of this first module is also available, which defines the Renaissance and sets forth arguments- as used to be merely accepted- as to whether Henry VII fits that definition. Part 3 discusses the nature of his initial moves to establish the ‘Tudor dynasty’ and maintain his early tenuous grip on the throne of England. But this is part 4, which goes into depth about his actions and motivations for said actions after the Battle of Bosworth and until 1495. It also summarises important Acts and Statutes for this decade (though more depth on them and all his political policy will be/is available on the shop.) Without this context it is difficult to ascertain exactly what Henry VII did to consolidate the monarchy, and even if he succeeded, 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. Fully FOURTEEN pages long and annotated, with further reading options and revision style questions to check your knowledge, these compact yet detailed guides are essential reading that also cut down pupil study time. 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 a topic 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.

This is a guide for module 1 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 modules for A/S and A2 (available in the shop). This, part 2, focuses on defining the 'Renaissance', a 'Renaissance prince' and discussing whether Henry VII fits that mould . (This guide could also be used as background for Unit 2B.) This is a required task in module 1 of this course. Part 1 of this study is also available on here- an overview comparing the monarchial system Henry VII ‘inherited’ with the one he wished to create. Without this context it is difficult to ascertain exactly what Henry VII did to consolidate the monarchy, and whether it was he that brought in the reform that traditional historians and Tudor propagandists insist he did- 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. 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 a topic 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. FULLY annotated with an extensive further reading section, and multiple choice questions to check your comprehension of what you have read, this 11 page guide is an essential resource for this course. If you are looking for a specific part of this course that is not currently in the shop, please send a message. This is a new profile and not all guides are uploaded yet- but can be on request.

This is a four page guide on all the tenses (times in the past present or future) you will need 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, this is an essential guide to ensure you can write, read, hear correctly and speak good, full sentences in tasks. 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.