OCR A-level 'A Doll's House' and Rossetti revision materialsQuick View
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OCR A-level 'A Doll's House' and Rossetti revision materials

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These are a series of teaching resources for comparing ‘A Doll’s House’ and Rossetti’s selected poems as set out in the OCR specification. They are designed as either stand-alone revision lessons or as activities that students could do as independent study The resources are designed for after teaching of both texts has been completed to aid the comparison of the texts and integration of context (AO3) and alternative interpretations (A05). It makes refereence to the Metheun edition of the play, so all page numbers refer to this edition. There is also reference to York Notes for A-level Study Guide for ‘A Doll’s House’. The pack includes: Detailed contextual information for ADH A sample essay for the comparison question: Hidden truths will always be revealed in the end’ Consider ways in which writers explore truth and secrecy. In your answer, compare one drama text and one poetry text. Very specific points of comparison (confrontations between men and women; assertion of female rights) between scenes in Act 3 of the play and specific Rossetti poems. Motifs in the play Sample paragraph for concise comparison of the texts
A resource for teaching close analysis of 'Pan's Labyrinth' - first questQuick View
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A resource for teaching close analysis of 'Pan's Labyrinth' - first quest

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This is part of series of resources I created during the lockdown to teach the Guillermo del Toro film, ‘Pan’s Labyrinth’ (2006). This was created for the Eduqas AS/A-level specification. The students after watching the film and doing some work on context, have to closely analyse a section of the film – First quest (Toad king scene). I advised students to watch the film at the same time as listening to the commentary, pausing when I do. By the end of the activity they should be able to comment on: mise-en-scène, cinematography, sound and editing. On the PowerPoint I have put: An audio track that includes my commentary on the scene; Some key terminology referred to in my commentary that they could/should cite Screenshots of key moments and text boxes they can use to annotate the scene. The other resources in the pack include a very detailed context PowerPoint, a couple of cloze exercises looking at narrative and genre and film language. The cloze exercises rely heavily upon the Tanya Jones’ book ‘Studying Pan’s Labyrinth’ (Auteur, 2010).
'Duchess of Malfi and 'Streetcar' revision pack (A-level, Eduqas specification)Quick View
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'Duchess of Malfi and 'Streetcar' revision pack (A-level, Eduqas specification)

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For A-level, Eduqas specification, a revision pack for ‘Duchess of Malfi’ and ‘Streetcar Named Desire’. The emphasis is much more on ‘Duchess of Malfi’ (‘Streetcar’, as an AS text, is more likely to have been already read, so focus is on ‘Duchess’ and links to ‘SND’). The pack is designed to contain all the key documents students would need in revising these texts: • Contextual material (AO3) – Key contextual topics and links to specific textual references. • Critical material (AO5) – short, pithy critical views on SND and D of M. in the form of a mind map. • Themes and comparisons (AO2/4) – another mindmap with examples of themes that cross over between the two texts e.g. secrets; death and desire; appearance versus reality. • Close analysis of certain key scenes and excerpts (AO1/2) – These are in the form of cloze activities (sentence starters and gaps for students to add quotation or commentary) • Key quotations for both texts (AO2) – examples of 10 key quotations from each play that would enable students to answer most questions.
Duffy (Meantime) and Larkin (WW):  revision pack, Eduqas A-level Literature course or, AS LiteratureQuick View
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Duffy (Meantime) and Larkin (WW): revision pack, Eduqas A-level Literature course or, AS Literature

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This is a revision pack or teaching resource for colleagues teaching the Eduqas A-level syllabus. It could be used by students as part of a revision programme or teachers following this syllabus. The range of resources includes: Cloze exercises for key Larkin and Duffy poems modelling ways to compare and contrast texts Ideas for methods of comparison. Key features/motifs in Duffy's and Larkin's work A guide to context in Duffy's 'Meantime' One page of short, critical views of Larkin and Duffy (e.g. The Movement quotes etc.) This is a comprehensive package that would guide students through a comparison of 'Meantime' and 'Whitsun Weddings', or just offer help for students studying 'Meantime' at AS.
Resource for close analysis of Pan's Labyrinth - opening sceneQuick View
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Resource for close analysis of Pan's Labyrinth - opening scene

(1)
This is part of series of resources I created during the lockdown to teach the Guillermo del Toro film, ‘Pan’s Labyrinth’ (2006). This was created for the Eduqas AS/A-level specification. The students after watching the film and doing some work on context, they have to closely analyse a section of the film – the opening scene. I advised students to watch the film at the same time as listening to the commentary, pausing when I do. By the end of the activity they should be able to comment on: mise-en-scène, cinematography, sound and editing. On the PowerPoint I have put: An audio track that includes my commentary on the scene; Some key terminology referred to in my commentary that they could/should cite Screenshots of key moments and text boxes they can use. The other resources in the pack include a very detailed context PowerPoint, a couple of cloze exercises looking at narrative and genre and film language. The cloze exercises rely heavily upon the Tanya Jones’ book ‘Studying Pan’s Labyrinth’ (Auteur, 2010).
Teaching resources for the OCR spec comparing ‘A Doll’s House’ and Rossetti.Quick View
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Teaching resources for the OCR spec comparing ‘A Doll’s House’ and Rossetti.

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These are a series of resources to support students in writing comparative essays for the OCR spec (Rossetti poems and ADH). The resources were designed for the end of the course when students are trying to recap on their knowledge and turning knowledge about the two texts into an essay structure. They include: • A discussion of ADH as a tragedy • Essay plans and activities to turn a bullet point list into an essay plan. • Tables for comparing poems to ADH. • A specific focus on liminality and doors in the two texts. • The essay questions considered include: ‘To put your all your hope in human love is to be prey to disappointment’; Literature proves that human beings are intent on deceiving each other’ In light of this view, consider ways in which writers explore deceit and delusion
Context PowerPoints for Eduqas unseen prose -  1919-39Quick View
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Context PowerPoints for Eduqas unseen prose - 1919-39

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This is a very specific resource for colleagues doing the WJEC/Eduqas syllabus. In order to support students whose general knowledge of this period may be weak, I have prepared a series of PowerPoints for key aspects of contextual knowledge. These are all tied to specific texts/passages from novels of this period. So, in delivering this, I go through the PowerPoint very quickly and then, during the lesson the students try and link to the context e.g. the PowerPoint on Rise of Fascism is used with 'Hangover Square', Patrick Hamilton; Women 1919-39 is used with 'Invitation to the Waltz', Dorothy Lehmann etc. I could provide links to these texts and others I have used if this would be of use.
A guide to key terminology relevant for 'Streetcar Named Desire' (with examples)Quick View
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A guide to key terminology relevant for 'Streetcar Named Desire' (with examples)

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These 25 literary terms (from hamartia to intertextuality via stagecraft) will give your students the toolkit to analyse Streetcar and other dramatic texts. This document could be used in a number of different ways: I printed out and laminated these and students had a simple task to match term to definition, or definition to example, or, put each of the terms in one of three piles: I know this; I've heard of this but not sure about it; I don't know this. It could form a display, or it could be used as part of planning an essay: these are all terms you might use but what could you say about their use?
'Duchess of Malfi' - key contextual topics and integrating context into essays (KS5) and StreetcarQuick View
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'Duchess of Malfi' - key contextual topics and integrating context into essays (KS5) and Streetcar

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Aimed at KS5 students for all specifications (addressing AO3) these two documents identify the key contextual information for 'Duchess of Malfi' alone and offers an example of how to relate the contextual topics to specific textual details in the play. It was used as a revision/homework document once the topic had been covered in class and acted as part of a revision pack. The second document, for the Eduqas specification, also adds contextual ideas for 'Streetcar Named Desire', which 'Duchess of Malfi' is paired with for A-level.
A clever way to explain Assessment Objectives for A-level literatureQuick View
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A clever way to explain Assessment Objectives for A-level literature

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Evert struggled to explain to students what each of the AOs is? Or, struggled to explain why they matter? This is a really funky way of explaining what each of the AO's mean (relevant for all AS and A-level specifications since 2015). It also shows students how each of the aspects covered by the AO's contributes to understanding a text. It begins by showing them a painting (Hogarth's Gin Alley) and getting their first response and then guides them through a series of exercises that will sharpen and frame their response (by focusing on a few select parts of the picture and looking at these closely - AO2); comparing it to another picture (Beer Lane) which by contrast highlights facets of the first image (AO4). There are instructions in the notes part of the Presentation. I got this idea from a CPD session run by Eduqas and have just developed, refined and put together the presentation. I would love to credit the teacher with the original idea.
OCR A-level Film Studies: Component 2 - Resource pack 'Guardians of the Galaxy' & 'We Need to Talk'Quick View
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OCR A-level Film Studies: Component 2 - Resource pack 'Guardians of the Galaxy' & 'We Need to Talk'

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This resource was designed for the OCR Film Studies A-level (H410). This activity is for Component 2: Critical Approaches to Film (Contemporary British and US Film). The two films selected are: 'Guardians of the ’ and ‘We Need to Talk About Kevin’. The activities are designed to make the students independently investigate aspects of the films. The activities include: A task that asks them to consider production details for ‘Guardians of the Galaxy’ (Gunn, 2014) and ‘We Need to Talk About Kevin’ (Ramsey, 2014) Generic conventions of comic book movies applied to GOTG. Marketing strategies for GOTG and Marvel Studios The place of digital technology in the marketing and exhibition of GOTG and WNTTAK Generic comments to make about viewing conditions
A bundle of materials for The Bloody chamber (OCR) including extract questions and model answersQuick View
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A bundle of materials for The Bloody chamber (OCR) including extract questions and model answers

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This is a series of resources for teachers teaching The Bloody Chamber, for the OCR specification. it includes: Sample questions (i.e. a Gothic extract and a question linking this to TBC) A model answer for one of the above. A quotation exercise where quotations from several of the tales have been selected and they have to annotate them from the prompts given. Interpretation prompts for the wolves stories. A checklist of Gothic tropes and how they are featured in the collection (could be added to and amended) A vocabulary exercise for ‘The Bloody Chamber’ story (recognising that many students find the vocabulary challenging)
Understanding Gothic - contextual PowerPoints and accompanying extracts for OCR Gothic optionQuick View
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Understanding Gothic - contextual PowerPoints and accompanying extracts for OCR Gothic option

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The series of 10 brief PowerPoints and accompanying extracts, are designed to meet the requirements of Component 2 of the OCR A-level: Comparative and Contextual Study – specifically the Gothic option. There were three key objectives: To give students some broader understanding of the idea of the Gothic; To introduce them to other key Gothic texts. Finally, the extracts that link to each of the PowerPoints enabled them to practise the unseen text element of this paper, but with a specific AO3 element. In other words, the ideas they had thought about in the PowerPoint would be exemplified by the extract, so the presentation on Byronic heroes is linked to an extract from Jane Eyre where Rochester is introduced. The PowerPoints are by no means exhaustive. I used them as part of a weekly session exploring a different aspect of Gothic -15/20 minutes on the presentation, the remainder of the lesson was spent looking at the extract. The topics/themes covered are: Byronic heroes (extract = Jane Eyre) Gothic and boundaries (extract = Frankenstein) Radcliffe, Female gothic and terror/horror (extract = The Italian) Southern Gothic (extract = A Good Man is Hard to find) Gothic and religion (extract = The Monk) Dracula and Victorian England (extract = Dracula extract 2) Sexuality and Gothic (extract = Dracula) Gothic and supernatural (extract = Woman in Black) Gothic and madness (extract = Yellow Wallpaper) Dorian Gray and opium dens (extract = Picture of Dorian Gray)
A-level 'Duchess of Malfi' - close analysis cloze exercises for Eduqas/WJEC specificationQuick View
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A-level 'Duchess of Malfi' - close analysis cloze exercises for Eduqas/WJEC specification

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For A-level, Eduqas specification, a revision pack for ‘Duchess of Malfi’ and ‘Streetcar Named Desire’. The emphasis is much more on ‘Duchess of Malfi’ (‘Streetcar’, as an AS text, is more likely to have been already read, so focus is on ‘Duchess’ and links to ‘SND’). Also includes an example of how to turn the cloze exercise into a mind map to revise from. There is one activity for each act of the play. This is a revision/homework activity which encourages: • Close analysis of certain key scenes and excerpts (AO1/2). The activities are in the form of cloze activities (sentence starters and gaps for students to add quotation or commentary) which ask students to find quotation to support a point or to add commentary to quotation. • Focused revision. I used these as revision activities for a clear focus on certain key excerpts of the play. • Points of comparison between D of M and SND.
Activities for the OCR A-level/AS level pre-20th century poetry - Christina RossettiQuick View
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Activities for the OCR A-level/AS level pre-20th century poetry - Christina Rossetti

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This pack will give you model answers to help students understand how to closely anlayse their chosen poem and link it to Rossetti’s collection as a whole, integrate context and write concisely. There are also sample questions and a planning resource. Included are essay questions, a planning sheet and model answers on: a section from Goblin Market (theme to consider: despair) Song: when I am dead my dearest (theme: the afterlife) Good Friday (theme: doubt) Remember (theme: death)
A series of teaching resources on 'The Merchant's Tale' (for OCR and Eduqas)Quick View
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A series of teaching resources on 'The Merchant's Tale' (for OCR and Eduqas)

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The sixteeen files include a range of resources for this text that include: Selected quotations from the tale with prompt questions to add analysis Model answers for extract and essay questions. Student activities for writing concisely (bracket-gun approach) Methods for remembering characteristics of Chaucer’s poetry Examples of how to turn identification of Chaucer’s poetry into a coherent written response. Essay plans for a range of questions.
A complete package of lessons on 'Pan's Labyrinth' - context, close analysis and student acitivitiesQuick View
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A complete package of lessons on 'Pan's Labyrinth' - context, close analysis and student acitivities

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Note some of these resources require a copy of Tanya Jones’ book, ‘Studying Pan’s Labyrinth’ (Auteur, 2010). This is the package of resources I created during the lockdown to teach the Guillermo del Toro film, ‘Pan’s Labyrinth’ (2006). This was created for the Eduqas AS/A-level specification. It was the one text that we had no time to cover in lessons so this assumes no teacher input. The pack includes: A very detailed PowerPoint with short audio clips for most of the slides, activities to complete and hyperlinks to other sites so that it could work as a stand-alone activity without teacher input. The PowerPoint covers: Social and historical contextual material related to the film; Del Toro as an auteur; Production context Two activities focusing on two scenes in the movie: the opening scene and the first quest. These again include audio commentaries on the scenes, screenshots, list of key terminology to guide the annotation of the scenes. I have three further resources: cloze exercises to consolidate understanding of narrative/genre and all aspects of film language: mise-en-scène, cinematography, sound and editing. These lengthy cloze exercises draw heavily on Tanya Jones book, ‘Studying Pan’s Labyrinth’ (Auteur, 2010). You would need a copy of this book to complete the cloze exercise. I scanned and sent my group sections of the book as they didn’t have access to physical copies during lockdown. For copyright reasons I can’t include these. Page numbers refer to pages from the small A5 version of this text. N.B The Context PowerPoint includes egregious movie quotes. (See below). As a nod to the idea of ‘Easter eggs’ in movies, and to try to get my students to engage with the text, I embedded famous movie quotations into the PowerPoint and set up a little competition if they could spot them they could win a real Easter egg. Quotes and movies cited listed below in case you want to do the same or just wondered why I shoehorned these quotations into the presentation! There’s no place like home.” Wizard of Oz “I’m the king of the world!” Titanic “I am your father.” – Star Wars “They may take our lives, but they’ll never take our freedom!” Braveheart “I’ll be back.” terminator Go ahead, make my day." Clint Eastwood, Dirty Harry? “Keep your friends close, but your enemies closer.” Godfather “I see dead people.” Sixth Sense Every time a bell rings an angel gets his wings’ It’s a Wonderful Life This is the beginning of a beautiful friendship." Casablanca.
A Gothic timeline & associated PowerPointsQuick View
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A Gothic timeline & associated PowerPoints

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A detailed PowerPoint that gives an overview of Gothic literature broken into sections: Early Gothic Gothic and Romantics Victorian Gothic American Gothic (Poe) Fin de siecle Gothic Modernism and early 20th century Southern Gothic There are separate PowerPoints that are linked to the Gothic timeline on: Female Gothic (Ann Radcliffe) Sensation novels Byronic hero Atavism Drugs (opium references in* The Picture of Dorian Gray*) This resource was designed to help students understand the development of Gothic literature by breaking it down into historical periods and/or regional variations. For each slide there are usually hyperlinks to articles or podcasts (for example, several from Words to that Effect) but also links to other PowerPoints that I have created for more in-depth focus on, for example, the Byronic hero. It works as a self-study revision guide, or as a classroom resource to give an historical overview over a number of lessons diving into details as required. N.B. the hyperlinks to the PwerPonts I have created will need to be amended they link to my college Drive account, and will need to be** re-directed** to wherever you put the documents by right-clicking on the hyperlink and choosing Edit hyperlink