Paper 2 mock themed around London smog Uses an eyewitness account of London smog from 1839 and a recent online news article about London’s levels of pollution. Q1-4 covered.

Mock paper for Language Paper 2 Section A Themed around disease using an account of the plague and an account of the Ebola outbreak.

Exam Q and extract for question: How does Shakespeare present Macbeth’s state of mind? Intro + 2 paragraphs as a modelled response (roughly grade 5/6)

1. How does Stevenson create a feeling of dread? 2. How does Stevenson present Jekyll as a troubled character? Both 2 paragraphs long + roughly grade 5/6 responses.

2 paragraphs in response to question: How does Priestley present the inspector as in control? Roughly grade 5/6 response.

A 27 lesson SOW for Brian Selznick's 'Wonderstruck' for use at KS3 (intended for Y8 originally but can be easily adapted). Covers reading of entire book and use of images as stimulus for creative writing. Lessons cover a range of Writing and Reading LOs.

Model response for question: How does Priestley present the inspector as being in total control? 2 paragraphs. Roughly grade 5/6.

Model response for Macbeth GCSE Literature question 'How does Shakespeare present Macbeth and Banquo’s relationship? 2 paragraphs, roughly grade 6 standard

Model responses for Stevenson's Jekyll and Hyde. Both roughly grade 6/7. 1. How does Stevenson present Dr Jekyll as a troubled character? 2. How does Stevenson create a feeling of dread?

AQA Paper 2 mock exam themed around restaurants/dining. Q1-5 (Section A and B) included.

Revision PPT, full paper 2 mock and resources for AQA Paper 2 Section A and B. Sources themed around food/dining. Mark schemes used on PPT are level 4 (grades 7-9).

PowerPoint used for Easter revision school (3 hour session). Lesson is based entirely on Paper 1 Q5 fictional writing. Aimed at top set Y11 students with target grades of 7-9 and focuses specifically on how they can achieve the higher marks in the level 4 mark scheme for AO5 organisation and AO6 sentence construction. Techniques taught include prolepsis, cyclical structure, motif, epistolary form and multiple subordinate clauses. ALL MODELS INCLUED- these are entirely my own work and should not shared or published online without permission.

An exemplar response used to teach my top set Y11 about dual narrative in the hope that this structure will help them to achieve the higher marks for AO5 organisation. This is my own interpretation of the level 4 mark scheme. Please note that this exemplar is entirely my own work and should not be shared or published online without permission.

Exemplar response that I used to teach prolepsis (flash-forward) to my top set Y11 pupils (target grades 7-9). This is my own interpretation of the level 4 mark scheme and how I believe that a student can achieve the higher marks on this question. Please note that this is my own writing and is for use in the classroom. It should not be shared or published online without permission.

Model that I created for my grade 7-9 students to help them understand how an epistolary form could be used as a response to Paper 1 Q5 in order to achieve the higher marks for AO5 organisation. This is my own interpretation of the level 4 mark scheme and how I believe that a student can achieve the higher marks on this question. Please note that this is my own writing and is for use in the classroom. It should not be shared or published online without permission.

A Grade 6 exemplar response for AQA Paper 2 Section B dealing with the issue of homework. This is my own interpretation of the level mark scheme. Please note that this is my own writing and is for use in the classroom. It should not be shared or published online without permission.

This is two separate lessons that I created for my bottom set Y9 class to help tem understand and use adverbs of manner and time. They could easily be used to teach at KS2 and wouldn't take much adapting. Engaging activities to keep students enthused.

This is a lesson that I created for my bottom set Y9 class to help them understand and use dashes in various ways in their work. It could easily be used to teach at KS2 and wouldn't take much adapting. Engaging activities to keep students enthused.