Included are context summary maps for 1913-1939 and 1880-1910 for the unseen paper.

List of questions for students to attempt. Designed for Eduqas A Level specification.

Compiled are some good to know critical quotes for the Duchess of Malfi. These are well worth commiting to memory

Introductory (basic) context on the Duchess of Malfi.

A ‘full mark’/A* model unseen poetry response, designed for A Level but suitable for Grade 8/9 GCSE.

Booklet containing key quotations from each setting of Jane Eyre worth commuting to memory.

Compiled are some well worth memorising critical quotes for A Streetcar Named Desire. There is a lot to be drawn from these and would be good to commit to memory.

Full mark response to The Tempest focusing on analysis of language and imagery of Propsero’s “We are such stuff as dreams are made of” theocratic monologue.

An introduction booklet detailing notes on plot, context, characters and issues of the time.

A model A* response to Wells’ Tono-Bungay.

The hardest part of Hughes and Plaths’ poetry is finding connections as often their subject matters differ and it is a struggle, out of the vast number in Faber and Faber collection for Plath and Simon Armitage’s selection for Hughes, to find comparisons of language successfully, and to the standard of an A* response. I have composed a document of “directly linking poems” i.e. poems that pair up the best and have offered some sophisticated and perceptive starting points to aid with in depth and detailed textual analysis of language, form and structure.

Practise exam questions on Jane Eyre including a given text and extended response question.

A full mark model essay comparing ASND and DOM.

A booklet composed of the key key quotes that students should take time to commit to memory! This summary quote booklet should become rehearsed daily ;)

Full mark essay focusing on on the presentation of power (and corruption) in The Tempest

Detailed and concise, in-depth and perceptive notes on Rossetti’s Goblin Market aimed at A Level English Literature.

A booklet which pairs key quotations from both plays looking at comparisons between the two, along with detailed notes. This is an excellent resource for students helping them nail close, integrated, line by line comparison.

Over 22 dedicated lessons on teaching grammar to KS3

Detailed and perceptive reflections on the latter half of the novel, from the “peripetia” encapsulated as Bertha Mason to Jane’s final unity with Rochester at the close of the novel. Suitable for both GCSE and A Level.

Suitable for A Level and GCSE, these are sophisticated and perceptive reflections on the novel, including in-depth, detailed, concise and full mark responses to questions such as: Track Bronte’s imagery of nature, the seasons and the weather. How and why is this so significant to our understanding of the novel? Consider the similarities between Jane and Bertha (consider their natures, their close proximities in the house, Rochester’s description of them both). Why does Bronte do this? Consider the similarities and/or differences between Jane and other women in the novel. Why does Bronte include these women? What does it add to our understanding of Jane’s character? Consider the significance of setting in the novel: Gateshead, Lowood, Thornfield, Moor House, Ferndean. What does this add to our understanding of Jane’s journey: physical, emotional, psychological? Consider the presentation of men in the novel. How do they compare with Rochester? What does this add to our understanding of his character/Jane’s perspective of his character and the nature of their eventual marriage. Consider Bronte’s final view on marriage? What does she want the reader to consider? What does this reveal about shifting attitudes in society at the time? In what ways is Jane Eyre a reflection of Bronte herself? What does this add to her narrative for the reader? Including relevant contextual references where apt.