<p>Complete Section of the AQA GCSE History unit on Elizabeth. These lessons cover British Depth Study Elizabethan England. There are eighteen lessons with resources for each lesson and a student overview in a bundle for £5.99.</p>

<p>Quick seven lesson unit which covers the key ideas of Paper 2 English Language.</p> <p>Factual based material on P T Barnum popularized by Hugh Jackman in ‘The Greatest Showman’. The source material needs to consider the following aspects and each of the seven hour long lessons consider what needs to be answered and how to answer questions one to four. The sources are taken from a biography and newspaper article.</p> <p>Summarise what the text is about? Think about who has written it? What do we learn? Why have they written it? What would I tell someone else about it?</p> <p>Barnum’s show and choices are presented differently in the sources. How is it presented and how do you know?</p> <p>How do you refer to Source B only from lines 1 to 12.<br /> How does the writer use language to describe ‘Tom Thumb’ and Barnum’s reaction to him?</p> <p>How do you compare how the writers convey their different attitudes to Barnum’s circus and acts?</p> <p>There are also some literacy resources and tasks included in the unit of work for punctuation and structuring texts.</p>

<p>A four lesson scheme of learning which covers the questions in Section A of the AQA English Language Paper 2 - Writer’s viewpoints and perspectives.</p> <p>The resource focuses upon:<br /> “How” – focus on the methods that the writer has used.<br /> “Language” – specifically to words, phrases, language features, structural techniques.<br /> “Terminology”- how to identify it; how to comment upon its effect.</p> <p>Making comparisons and contrasts between texts</p> <p>Model answers and tips for paragraph organisation.</p> <p>All texts are included for question responses.</p>

<p>‘Walk through’ of questions 1- 4 of Daphene Du Maurier’s classic novel for English Paper1</p> <p>There are three lessons- each of one hour in length.</p> <p>The text is included from a specimen paper from AQA GCSE English Language.</p> <p>Each question is carefully explained and the resources are meant for both a ‘walk through’ and consideration of typical candidate responses.</p> <p>Students have an opportunity to attempt the questions also and mark scheme has been included along with terminology card sorts.</p>

<p>Unit of work for Key Stage three English lasting over 15 lessons. Earlier lessons in the SOL get pupils to consider the differences of genre conventions of legends, myths and fairy tales and explore these differences by considering content.</p> <p>The unit also intends to promote creative and imaginative writing through character development and plot. Reading skills are also promoted through the Greek myths and world legends included in the unit.</p> <p>Later lessons require pupils create their own mythological character and comment on mythological plots and conventions of mythological content which incorporates cultural capital.</p> <p>Final assessment is based upon producing extended writing tasks which provides the opportunity for pupils to demonstrate literacy skills of using noun phrases, plot devices and SPG skills which will have been developed over the previous lessons in the unit.</p>

<p>Basic year 7 activity where students need to to name various rooms in the home. The activity is an aide memoir and quiz with an accompanying handout.</p> <p>The lesson can be used an introduction for a speaking and listening activity where student A says the phrase “Dans mon appart’…” or " Chez moi, il y a…" and student B has to translate the phrase and the correct room in English.</p> <p>This activity has taken a complete lesson when delivered.</p>

<p>This unit of work covers many of the poems which are in the A Level English Language and Literature AQA syllabus for Subject Content for 3.1.3. AQA Poetic Voices. The unit focuses upon how to analyse poetry with specific emphasis for the collection of poems from Carol Ann Duffy’s ‘Mean Time’.</p> <p>Poems for analysis in this unit are:<br /> Mean Time<br /> Small Female Skull<br /> Litany<br /> The Captain…<br /> Beachcomber<br /> Stafford Afternoons<br /> Before You Were Mine</p> <p>Included is a comparison lesson which demonstrates with an exemplar the poems ‘Stafford Afternoons’ and ‘Beachcomber’. There is also a lesson which scaffolds potential responses to the exam question which uses ‘Mean Time’ as the focus of student answer.</p>

<p>‘A Lamb to the Slaughter’ is a short story from Roald Dahl’s collected short stories ‘The Tales of the Unexpected’. Within this unit of work students are required to analyse writer’s techniques but also consider the experiences of the antagonist Mary Maloney as she slowly comes to terms with the homocide of her unfaithful detective spouse.</p> <p>Students are expected to draw inference from the plot.<br /> Make predictions<br /> Produce an informal letter using writing conventions<br /> Consider the context of the story<br /> Debate the morality of the death penalty<br /> Complete a written assessment writing a speech for either the defence or for the prosecution.</p> <p>This unit of work is accompanied with a Unit of plan - homework tasks- writing assessment materials and paper resources for planning.</p>

<p>This unit is intended to be a transition scheme for Year 7 students. The main focus is writing and the four week unit focuses on refreshing, reiterating and consolidating the skills that students left primary school with at the end of KS2 (as well as building up new skills). By the end of the unit you will know what writing level your students are working at and how this relates to their KS2 SAT grades. The unit is designed to help with target setting. There is also the opportunity to do an informal speaking and listening assessment that will serve as an opportunity for students to get to know each other. The writing assessment can be given a level. There are some lessons that focus on reading skills; these lessons serve as an introduction to inference and deduction.</p> <p>Lesson 1 Students are to work in small groups/ on their tables to discuss/ mind map the personal qualities of heroes and villains.</p> <p>Lesson 2 Students should then spend some time annotating and unpicking the textual evidence</p> <p>Lesson 3 Students could use the cut up clauses resource to experiment with different openers.</p> <p>Lesson 4 What is a storyboard? Why can it be useful? Explain how a comic book can be likened to a storyboard.</p> <p>Lesson 5 Introduce denotation and connotation.</p> <p>Lesson 6 Peer assessment sheet where they identify what went well and what could make the costume/ presentation even better.</p> <p>Lesson 7 Students are then to work their way through a range of simple sentences, improving them by adding challenging adverbs and adjectives.</p> <p>Lesson 8 Pupils are to write a synopsis, describing in lots of detail what their up and coming blockbuster entails.</p> <p>Lesson 9 What was the effect of adding the connectives? Were they easy or difficult to use?</p> <p>Lesson 10 This lesson they will be writing a formal letter to their hero.</p> <p>Lesson 11 Students will be looking at the representation of:-War heroes-Politicians-Drug scandals-Sporting heroes/ sporting villains</p> <p>Lesson 12 Find out as much information as possible about the life and times of King Arthur.</p>

<p>Revision material for 2015 English Language AQA GCSE Paper 2.</p> <p>Three powerpoints cover 6 hour long lessons in this unit to revise and walkthrough a past English Language paper from 2015.</p> <p>The work is intended to support understanding of assessment criteria methodshow to answer the questions on Paper 2,<br /> explanation of how to answer each of the questions,<br /> progress check list in relation to self-assessment.</p>

<p>In this revision pack for the AQA Anthology ‘Telling Tales’ for GCSE English Literature there are there are seven resources and three lessons full of helpful reminders and class based activities designed to help students identify their gaps in knowledge of each of the stories included in the anthology,<br /> In the pack you will find:</p> <p>An anthology synopsis sheet which covers the structure, language and themes of each of the stories which can be printed as A3 sheets.</p> <p>Author comments and brief literary critiques on each of the short narratives included in the anthology.</p> <p>An A3 grid for making comparisons of each of the short narratives.</p> <p>Examples of mock questions and a guide on how to answer the question</p> <p>Key quote help sheets</p> <p>How to support views with textual evidence.</p>

<p>Unit of work for 4.2 Language diversity and change</p> <p>Full unit of 60 slides and 22 resources over eleven lessons which include activities, essays, theorists and language investigations into the core concepts of sociolect, idiolect and ethnolect. All of the resources address the study of diversity.</p> <p>A range of examples of language in use and research data to inform their study of diversity and change:</p> <p>• texts using different sociolects (to include social and occupational groups, gender and ethnicity)<br /> • texts using different dialects (to include regional, national and international varieties of English)<br /> • texts that use language to represent different groups<br /> • how language varies because of personal, social, geographical and temporal contexts<br /> • why language varies and changes, developing critical knowledge and understanding of different views and explanations<br /> • attitudes to language variation and change<br /> • the use of language according to audience, purpose, genre and mode</p> <p>• The exploration of language diversity includes:</p> <p>• methods of language analysis<br /> • how identity is constructed through language<br /> • how audiences are addressed and positioned</p>

<p>A complete unit which contains resources for the tragedy unit for AQA English Literature.</p> <p>Included in bundle is an introduction upon the motives and influences on the romantic movement of which Keats was a part. Contextualising the events and art of the movement will help to embed further understanding of the body of poems included for analysis.</p> <p>The bundle contains a booklet which will help in constructing an essay on the tragedy of Keats’s poetry.</p> <p>A Belle Dame sans Merci, Lamia, Isabella or the Pot of Basil, and The Eve of St Agnes are all contained. There is a close analysis of the ‘Lamia’ which is narrated through multi-media powerpoint.</p>

<p>This unit of work covers the social and historical context of Romanticism and the beliefs of the Romantic Movement.<br /> The unit of work contains twelve lessons and provides backgrounds on six romantic poets: Shelly, Byron, Keats, Wordsworth, Coleridge and Blake.</p> <p>Learners study the poetic techniques used by the romantics through a close analysis of the poem ‘To Autumn’ by Keats.</p> <p>Learners are encouraged to co-operatively create a presentation within groups to teach and inform other class members about the poems produced by the romantic poets.</p> <p>There are two extra lessons provided with close analysis of ‘Ozymandias’ and ‘To Autumn’ also.</p> <p>Poems included are:<br /> A Lament<br /> To Autumn<br /> Ozymandias<br /> Kubla Khan<br /> So We Go No A Roving<br /> Daffodils</p>

<p>AQA Unseen Poetry - The British by Benjamin Zephaniah</p> <p>The lesson covers the importance of comments on form, style, content, theme, tone and message discussed within the free form poem.</p> <p>There is an activity sheet included and an extended response opportunity to be timed within the lesson.</p>

<p>This is a number of quick paced literacy challenges which encourages pupils to use their descriptive writing skills.</p> <p>Pupils look at an image and answer all of the questions-</p> <p>Choose a category and create a story within ten minutes based on the stimulus shown on screen. This could be a title, an opening line, an image or an idea.</p> <p>Justify answers, use own imagination and language skills to develop writing, use effective vocabulary to create an image of an event.</p> <p>Intended to be quick paced and fun!</p>

<p>Language and the individual- Entire unit of work of resources which introduces the idea of variation existing within English. Fundamental ideas of sociolinguistics are included. ‘Internal’ and ‘external’ language. Class. Age. Gender.</p> <p>There are over 50 resources and 20 lessons covering:</p> <p>• methods of language analysis<br /> • how identity is constructed<br /> • how audiences are addressed and positioned<br /> • the functions of the texts<br /> • the structure and organisation of the texts<br /> • how representations are produced.</p> <p>The unit of work includes:</p> <p>Methods of language analysis<br /> In order to study textual variations and representations, students will be required to identify and describe salient features of language in the texts. Within the unit of work the following lessons are included.</p> <p>• phonetics, phonology and prosodics: how speech sounds and effects are articulated and analysed<br /> • graphology: the visual aspects of textual design and appearance<br /> • lexis and semantics: the vocabulary of English, including social and historical variation<br /> • grammar, including morphology: the structural patterns and shapes of English at sentence, clause, phrase and word level<br /> • pragmatics: the contextual aspects of language use<br /> • discourse: extended stretches of communication occurring in different genres, modes and contexts.</p>

<p>Unit of work which will last four weeks based upon the novel ‘War Horse’</p> <p>The lessons are aimed at year 9 but can be used for year 8. Many of the skills for the Paper 1 English Language Paper for AQA are incorporated into the scheme of work. Reading skills are the main focus of the lessons and there are elements of research through historical fact location and analysis of poetry by Wilfred Owen.</p> <p>Lesson One: Analytical Adverbs and Context<br /> Lesson two: Researching WW1<br /> Lesson three: How does the poet present the horrors of war through his use of language?<br /> Lesson four: Discuss the opening of ‘Warhorse’ and how Morpurgo uses these techniques<br /> Lesson five: Select quotations that describe Joey<br /> Lesson six: Write a diary entry as Albert on the eve that his father sold Joey<br /> Lesson seven: Write two PEE chains<br /> Lesson eight: Comprehension questions<br /> Lesson nine: Extract question - writing response - one slide only<br /> Lesson ten: Extract study- assessment criteria<br /> Lesson eleven: War Horse - close analytical reading based on question two -Paper 1<br /> Lesson twelve: Assessment extract<br /> lesson thirteen: Dulce et Decorum est - analysis.</p>

<p>This unit is intended to be a transition scheme for Year 7 students. The main focus is writing and the four week unit focuses on refreshing, reiterating and consolidating the skills that students left primary school with at the end of KS2 (as well as building up new skills). By the end of the unit you will know what writing level your students are working at and how this relates to their KS2 SAT grades. The unit is designed to help with target setting. There is also the opportunity to do an informal speaking and listening assessment that will serve as an opportunity for students to get to know each other. The writing assessment can be given a level. There are some lessons that focus on reading skills; these lessons serve as an introduction to inference and deduction.</p>

<p>This unit focuses includes all texts from the Paris Anthology and is fully resourced with learning objectives and success criteria linked directly to the A Level mark scheme. Also included are introductory grammar resources, which will help students to work with the texts.<br /> There is a range of different activities on each of the texts, taking a number of different approaches. There are specific language focuses throughout, to encourage students to get to grips with the ‘language levels’ AQA encourages.</p> <p>The following texts are covered in detail: ‘Not for Parents’ (all four extracts); ‘Foreign Correspondent’; ‘Seven Ages of Paris’; ‘Paris Riots 1968’; ‘Letters from France’; ‘The Sweet Life in Paris’; ‘Understanding Chic’; ‘Around the World in 80 Dates’. There are also cross-references to at least seven other extracts and the ‘Making Connections’ worksheet helps students to think about analysis which can be applied across extracts.</p> <p>There are also mock questions and feedback lessons for texts 6, 7 and 22. Revision paper from 2017. Mock test for text 12 and a copy of the anthology.</p>

<p>Writing for a specified audience, purpose and form.</p> <p>Give your own perspective on a theme.</p> <p>Article question sheet and paper.</p>