This is a lesson which I used for an observation by the Head of School with my Year 12 class. It explores the representation of young people in the media, with a focus on the London Riots in 2012. It explores the discourses surrounding teenagers and stereotyping through the analysis of image and text. It includes a powerpoint with visual prompts, a scaffold for weaker students and a creative writing task which links to the new A Level specification for 7702, question 3.

Over 100 slides with video clips, activities and information covering aspects of gender and representation relevant to studying gender at AS level. The presentation questions whether English is an inherently sexist language; the representation and stereotyping of men and women through a range of written and spoken communication; folklinguistics and a range of theories from the Deficit, Dominance and Difference models.

This is a KS3 scheme of work on etymology, exploring the origins and development of the English language, however, some of it may come in useful for older pupils, such as the A Level module, Language Change and Development. Included is a scheme of work with objectives, starter, main and pleanry activities for each lesson with some differentiation already provided. A power point is provided to work alongside the unit; resources are also included and are clearly signposted from the scheme of work. Please review this resource to let me know how it has worked for you!

This Scheme of Work is intended for year 9 or 10 GCSE preparation for the Literature Paper One exam in 2017 of the new AQA specification, but could be used more widely. The package includes a complete 10 week scheme of work (each lesson has objectives, starter and main activities, plenaries, extension tasks and the option to differentiate for a lower or higher ability). The scheme of work is also accompanied by PowerPoint presentations and resources for each lesson, which should only need adjusting for the purposes of differentiation. All formative and summative marking should be done using the AQA Specimen Paper, which is included. I have used this scheme of work successfully with year 10 set 4 and a top set year 9 class, with both classes appearing to enjoy the challenging aspects of the novel.

This lesson scaffolds an analysis of an extract from Anne Rice's 'Interview with a Vampire' for an assessment on all of the APP Assessment Focuses for reading, however it could be used formatively to look at examples of gothic texts.

This is an introductory lesson to distinguish the difference between tabloid and broadsheet newspapers by analysing examples. This lesson works best through analysing a range of newspapers (the more recent the better) in small groups and encouraging pupils to compare and contrast their example to other groups'. This should be a hands on and engaging lesson which pupils can build on to write their own newspaper front pages once they have identified basic features from the examples in front of them. I used this with a year 7 class; they particularly enjoyed the starter which explores the use of metaphors in the names of newspapers, for higher ability this could be developed more to discuss denotations, connotations, symbolism etc.

This scheme of work provides a comprehensive study of World War One poetry and the context surrounding it. It particularly focusses on the writer's perspectives and viewpoints, preparing them for GCSE by encouraging pupils to compare themes and ideas. The end of unit assessment is based on ability: lower sets writing three PEA paragraphs about 'Anthem for Doomed Youth,' middle sets must compare and contrast ‘Anthem for Doomed Youth’ with ‘Whose for the Game?’ in terms of how they present war, top sets should compare the portrayal of war in ‘Anthem for Doomed Youth’ (seen) with ‘The Rich Dead’ by Rupert Brooke, although pupils will have studied this poet, the poem itself will be unseen.

This lesson incorporates a range of VAK strategies to engage pupils and encourage progress. It includes a lesson plan, powerpoint and resources, which I used for a recent observation. It has worked particularly well with year 7 and 8, who enjoy the starter activity of taboo, where they play the game moving around the classroom. They also found the visual stimuli fascinating, an image of the Chilean volcano erupting in 2014 amidst a thunder storm, which has resulted in some fantastic figurative description. There is also a peer assessment proforma for pupils to complete as a plenary, asking them to identify and evaluate the use of language techniques in their peer's response. I also tried playing a recording of a thunder storm whilst they completed the writing activity, which they loved!

This activity provides a clear visual for pupils to assess their progress. Using the bar charts, they can easily see the individual grade for each subject, and the total grade of the paper, comparing it to improved drafts and other assessments. This resource can be easily adapted to suit your needs.

A worksheet which provides a clear scaffold for students to consider similarities and differences between texts, not only comparing context, but also how language is used. A lot of my students struggled to structure their answer to this question, therefore, using this sheet against the mark scheme allowed them to explore a range of contextual and linguistic aspects within the text.

Two resources which can be used as either preparation or revision material for Paper one of the new spec for English Language (7701). Each sheet provides a break down of the assessment objectives, a scaffold for a modelled paragraph, connectives to aid writing style and clear suggestions for a successful answer. I used this with both of my classes as consolidation work on Paper One and they found it extremely useful!

These worksheets are to be used as part of AFL improvements after both formative and summative assessments. The pupil must choose their weakest are (or you can identify this through feedback) and they choose the appropriate worksheet to gain a deeper understanding and provide an opportunity for them to make improvements on just one of the Assessment Focuses from the APP levels.

This is a one off lesson produced to encourage pupils to write the opening to a horror story using a clip from jeepers creepers for inspiration. I used it with a middle set year 8 class and they really enjoyed picking apart the clip to explore how tension was created. Although the key conventions for story telling are included, this can be adapted to suit various objectives specific to a particular class's needs.