A nine page guide on these two poems, it includes: Brief biographies The full poem Language and Literature analysis of both poems (including themes and devices) Analysis of selected quotes from each poem A task to try, typical of school assignments on poetry. Useful for teachers, tutors and pupils, this can be used as revision, an essay helper or a whole lesson document. Allied to this is a fully marked model essay from one of our pupils on this topic, also available on this site.

Useful for English, etymology work and gender studies, this two page guide can be used as a lesson aid, general interest or wall display to show how words used to describe women have been restricted, drifted semantically or worse, inherent indicators of sexism in our society.

A good teaching and revision resource, this six page fully illustrated resource helps makes sense of Pythagoras' Theorem and how we can use it to work out the length of the sides on triangles. Six pages long and with examples and friendly language, this is an essential aid for pupils struggling with this topic.

A brief but concise guide to all the types of sounds that can occur in English Key Stage 3 and GCSE pieces for study, seen and unseen. Useful as a general handout, revision guide for pupils who know some but need to brush up, or as a lesson tool for pupils new to the GCSE or those at higher level Key Stage 3.

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.

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 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.

One of an extensive set of lesson/lecture notes that can be used as a basis for model essays for tutors, teachers and pupils for A level and beyond in Psychology. Suitable for many online and real space attended Psychology courses worldwide, and all exam boards, to an A*/grade 9 level. Assessed by BACP professionals and deemed 100% accurate and perfectly presented at time of writing, you can use these documents with confidence. This one 'What is the difference between counselling and psychotherapy?' provides an in depth comparison and contrast between these two linked fields, and is often a staple part of many syllabi. Seven pages long and fully annotated, this can also serve as a reference piece for further study.

One of an extensive set of lesson/lecture notes that can be used as a basis for model essays for tutors, teachers and pupils for A level and beyond in Psychology. Suitable for many online and real space attended Psychology courses worldwide, and all exam boards, to an A*/grade 9 level. Assessed by BACP professionals and deemed 100% accurate and perfectly presented at time of writing, you can use these documents with confidence. This one 'What are the goals of counselling and psychotherapy?' provides an in depth comparison and contrast between these two linked fields, and is often a staple part of many syllabi. Ten pages long and fully annotated, this can also serve as a reference piece for further study.

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.

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 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.

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.

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). It 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 study is also available on here. Without this context it is difficult to ascertain exactly what Henry VII did 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. 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.

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.

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.

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.

Written for the AQA exam board but suitable for any course that includes this book, this is a guide on analysing symbols, motifs and language techniques in The Great Gatsby by F Scott Fitzgerald. Thirteen pages long, fully annotated with a further reading section and a revision quiz, this can be used for revision, lessons and to get to know the work by pupils teachers and tutors. One of a set of six (all available on this site) of guides that comprehensively cover all aspects of this novel from context and themes to symbolism and motifs.

Full and in depth guide to the poem Manhunt by Simon Armitage, including biographical detail, themes and language points necessary to gain a good mark in any essay on this poem. Useful for revision, lesson plans and handouts for pupils and teachers.

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: the introductory part 2- Biographical Context and Universal Themes, is also available on here.