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

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.

A full mark model essay comparing ASND and DOM.

Over 22 dedicated lessons on teaching grammar to KS3

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

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

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

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

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.

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

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

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.

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

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.

FIVE FULL LESSONS on The Duchess of Malfi which would be an excellent staple to begin with. Lessons explore context and critical readings along with comparisons to A Streetcar Named Desire. Designed for Eduqas A Level English Literature

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

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 ;)

Introductory (basic) context on the Duchess of Malfi.

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