Resource to support beginnings of teaching Child Language Acquisition, providing Mehler - French babies Fitzpatrick - Biological effects of language Pre-verbal language development stages Desmond Morris - Babbling Stage (6-12 months) Proto-Words Halliday’s functions Match-up activity - match up the proto-words to the appropriate contextual information Match up activity - match up the contextual information to Halliday’s functions

Introductory activity relating to key aspects of cognitive theory Introduction to Piaget’s theory of cognitivism: Slides outline Piaget’s 4 stages of development and a video showing a child that has not yet mastered object permanence relating to Piaget’s theory Introduction to Vygotsky’s theory of the Zone of Proximal Development and the More Knowledgeable Other Video to aid discussion and identification of cognitivism and key aspects of the theory in a parent-child interaction, with the parent acting as the MKO Key review of Halliday’s 7 functions of language

Introductory discussion activity to promote thinking about how lack of interaction can impact children - linking to feral children Lenneberg’s Critical Period theory information Information and video about the case of Genie (‘feral’ child) from the 1970s in America, including key ideas and questions relating this to Lenneberg’s theory Hart & Risley’s theory (1995) of academic progress of children from different socioeconomic backgrounds Nature vs nurture information slide For Behaviourism: Information and videos about Pavlov’s dogs and the Watson & Rayner ‘Little Albert’ study Key theoretical information about B/F Skinner’s theory of operant conditioning Final slides includes criticism of Skinner’s theory

Revision grid to allow students to review and revise key theoretical concepts for the spoken language element of Child Language Acquisition. The grid covers the 4 key areas: Nativist theory, Nurture theory, Cognitive theory and Social interaction theory. Headings of each topic area include key theories and studies to challenge the key areas.

Review activity of theory covered so far. Introduction to Multicultural London English with discussion activities, videos, two articles which invite students to compare attitudes towards MLE and its replacement of Cockey (articles included with lesson) Introduction to Estuary English A look at ‘famous’ speakers of Estuary English Discussion and question activity surrounding the concept of ‘dialect levelling’

Practice exam question lesson based on the following question: Discuss the idea that some accents and dialects are viewed more favorably than others. (Question with data included as word doc with this lesson) ‘Initial ideas’ support AO1 and AO2 phrased as questions to supporting thinking Data from question included in presentation, too What to include in an introduction with exemplar Ideas to ‘build response’ with scaffolded questions Exemplar ideas for how to include theorists in response to the data Model paragraph for main body of essay on Slide 18 Homework task

Whole lesson for teaching Exposure including: Starter activity to introduce the poem and encourage links to abstract meaning. Quotes from Wilfred Owen can also be used to support discussion. Another starter activity to test knowledge of other poems in the cluster. Key contextual information with a main focus on Owen’s life. Detailed summary Identified language and structural techniques - break down of language techniques in each stanza to aid class annotations. Twist to fit activity for key themes to encourage students to select one or more key quotes to fit each of the themes. Review to summarise the deeper meaning of the poem. Any feedback would be greatly appreciated.

Whole lesson for teaching My Last Duchess including: Starter activity to introduce My Last Duchess with a link to a news story to introduce the key themes of the poem. This is accompanied by quotes from Browning to promote thinking. Key contextual information about Robert Browning and Renaissance Italy. A poem dictionary. A clear summary of the poem and its key themes. Identified language and structural techniques Review to identify key quotations that fit the key themes of the poem. Any feedback would be greatly appreciated.

Whole lesson for teaching London including: Starter activity that encourages to pupils to infer what the poem will be about - challenge to consider key themes. Extra starter activity that tests pupils knowledge of the poem and others in the cluster. Key contextual information about Blake and the French Revolution Home Learning Activity References to language and structural techniques with a poem dictionary. Review to identify key quotations that fit the key themes of the poem. Any feedback would be greatly appreciated.

Whole lesson for teaching The Prelude including: Starter activity to encourage inference/deduction about the poem. Another starter (quiz) for second lesson on the poem to test knowledge. Key contextual information about Wordsworth (spots of time, the sublime, Wordsworth’s life) A clear summary of the poem and introduction to the epic tradition (form) References to language and structural techniques. Review to identify key quotations that fit the key themes of the poem. Any feedback would be greatly appreciated.

Adaptable for English Language Paper 1 and 2 Blank revision grid for KS4 pupils that will allow them to visually present key information about both the papers when revising. Clear spaces include gaps to input the following: Marks available How the question is worded What source(s) the question tests Assessment Objective(s) linked with the question How to achieve top marks Key skills needed to answer the question (e.g. inference, analysis) Sentence starters to help introduce responses. Any feedback would be greatly appreciated.

KS4 revision resource for the new AQA English literature Power and Conflict poetry unit for The Prelude by William Wordsworth. This 3 page resource provides pupils with different activities that will facilitate their revision of the poem, covering all 3 Assessment Objectives (AO1, 2 & 3) for this section of the exam. Activities include: A series of images that tell the ‘story’ behind the poem to help revise what the poem is about (AO1), 2 x tabula rasa (blank copy of the poem) for poem summary and annotations (AO1); A list of key language/structure/form techniques (AO2); Quotes, images and information to support and revise contextual knowledge (AO3); ‘Twist to fit’ activity for key quotations (AO1). This allows pupils to rearrange their existing knowledge of the poem in a new format and visually displays their knowledge - very quick and easy to refer back to. Activities are also differentiated to support mixed ability classes. Any feedback would be greatly appreciated

A card sort activity which allows pupils to revise the plot of Macbeth in detail. The cards are designed to be placed beneath each of the headers for the five acts on page 1 of the document. (Each header specifies how many cards should be placed beneath it) There are 23 cards included in the revision resource that provide a detailed summary of each Act, with some including key quotations. The cards are currently colour coded and in chronological order (numbered in brackets) for teacher’s reference, but this can easily be adapted when printing for students. This would work well as an independent, paired or whole class task for all abilities. As an extension, pupils could link the cards with key themes and contextual information.

Whole lesson for teaching The Charge of the Light Brigade including: Starter activity with quotes from the news report on the Light Brigade at the Battle of Balaclava to allow pupils to infer what happened and link this with the poem. Review activity that tests pupils’ knowledge of other poems in the cluster. Homework tasks to research Tennyson Key contextual information about the Battle of Balaclava and Tennyson A clear summary of the poem and references to key themes References to language and structural techniques. Review to identify key quotations that fit the key themes of the poem. Any feedback would be greatly appreciated.