Students colour-in ie words one colour and ei words another colour: a picture of a dog should emerge! It should be nice and easy to mark - as students can hold up the sheet and you can see at a glance if the shapes look right.

This worksheet for the AQA Power and Conflict poems (English Literature GCSE) is aimed at students working towards grades 7-9. It explains the meaning of ‘Romantic’ and asks students to relate the ideas of Romanticism to quotations from ‘London’, ‘Ozymandias’ and the extract from ‘The Prelude’. It would work well as an extension activity for students in mixed-ability classes - or as an activity for a top set. It is self-explanatory so that you can give out to students to work through independently.

A self-explanatory spelling challenge and a descriptive writing challenge which gets students active and away from their computers during home-schooling. I wrote this for Year 7: it could be used for older and younger year groups. The outcome for both challenges should be photographs of the student’s exhibitions: they could share the photographs in an on-line gallery. There are different levels and extensions so students can respond on different levels. This could be used by parents as well as teachers.

This worksheet presents several angles on the context of Dennis Kelly’s DNA, guiding students towards specific quotations and aspects of stagecraft. Students could work on different aspects of context in groups and present to the class - or the worksheet is self-explanatory enough to be set as homework or given as a revision resource. The aim of this resource is to help students move beyond generalised comments about gang culture/ perceptions of teenagers to specific and illuminating links which sharpen their understanding of Kelly’s stagecraft. There are open-ended questions and research tasks which would stretch the most able as well as clear explanation to support all students.

This resource explains eight of the narrative techniques used by Stevenson. It is intended to help students improve their analysis of short passages. It would work well as a resource for group work: eight groups could examine the eight different techniques (excluding sentence lengths) in specific passages. The worksheet is aimed at students who have a secure knowledge of the text and want to develop their analysis to the highest level.

This is a three-page resource taking students through an analytical reading of ‘Around the World in 80 Dates’ in the AQA Paris Anthology.

This worksheet includes a map on which students can annotate quotations from Frankenstein's journey. There are questions supporting analysis of Shelley's description and narrative techniques. The worksheet could be set as homework - especially if you want to start working through chapters at a fast pace by this point in the book! It is aimed at AS/A level students.

This worksheet gives students five key methods of analysis to apply to unseen poems. The examples are all from ‘Ozymandias’ (Shelley) and ‘Remains’ (Armitage) from the AQA Power and Conflict cluster: the idea being that you could make a start on reading the poems by doing this exercise with Year 10 - or revise the poems by practising unseen poetry skills on them with Year 11. Alternatively, if you are teaching a different cluster or a different syllabus use them just as unseen poems (and ignore the table on the Power and Conflict poems on the last page). The resource is designed to give students a generic sense of how to approach a poem and to discourage them from paraphrasing. It is suitable for grade 5-9. I have included full written explanations of all the skills so that students can revise effectively from the worksheet (like a revision guide). For copyright reasons I have not included the poems themselves in the resource (they are easily available online).

This worksheet is intended to be an opening activity (or possibly a revision/consolidation task) to build students' confidence in approaching unseen descriptive/narrative passages set in GCSE exams. There are a series of questions which students are asked to organise into categories i.e. from a muddled list they should identify which questions are relevant to narrative voice, which to setting etc… This could be done either by giving students the document to edit and rearrange on computers or with scissors and glue. The idea is that they can create their own guide to reading unseen narrative/descriptive texts. I have also included my own organised version of the questions for reference - so do remove that from the document before distributing the task! There is also an annotated extract from 'The Secret Garden' to help model the process of applying some of the questions to a text.

This differentiated worksheet and powerpoint are for students studying ‘Tissue’ by Imtiaz Dharker in the AQA Power and Conflict Poems for English Literature GCSE. The powerpoint leads students through the poem, with links to the worksheet. I have synthesised the complexity of the poem into a few accessible key points. The worksheet also has several extension activities to stretch students towards grade 9. I have included material on context as this is a difficult poem to contextualise.

Sections of this worksheet analyse the four extracts from ‘Not for Parents’ (in the AQA Paris Anthology) individually and other sections examine features of language common to all four. Although these texts are easy to understand, some students find analysing them difficult: this resource encourages a nuanced reading of audience and purpose in order to support sophisticated responses. There are six pages, probably more than you can cover in class: some sections could be set as homework, revision work or extension tasks.

This resource takes students through three themes which connect texts in the Paris Anthology: using and avoiding cliches; use of allusions and references; the ‘otherness’ of Paris. The first two are linked to the theme of memory in order to anchor the task to the unit’s title: ‘Remembered Places’. I have included quotations and examples from thirteen of the texts, always with page references. The worksheet is self-explanatory and so could be set as a homework task or given as a revision pack. The tasks could also be completed in class as group work and used as a basis for discusssion. The worksheet guides students in synthesising their knowledge of the extracts and encourages them to make connections and compare. There are also questions which would challenge the most able and push them towards conceptualised thinking about how memory is represented. In exploring the ‘otherness’ of Paris, I have used ‘Understanding Chic’ as a starting point for the theme and there is enough material on ‘Understanding Chic’ to teach it from this worksheet. None of the material is repeated from my other worksheets on the Paris Anthology. The resource is nine pages long.

This worksheet takes students through one of the longer extracts in the Anthology. The resource is divided into two sections: the first section looks at only the first two pages of the extract (establishing features of style and the narrative perspective) and then the second section supports analysis of the entire extract. One option for delivery might be to look at the first section in class to establish understanding and then set the further questions (on the whole extract) as follow-up work.

This worksheet has a series of questions on features of language in ‘The Sweet Life in Paris’ and ‘Mile by Mile’ in the AQA Paris Anthology (English Language and Literature), followed by a grid for comparing the two texts. It could be used as a revision resource, if you have already taught the texts. It could also be set as preparation for discussion of the texts, or different questions could be shared out in class for jigsaw groups to investigate and report back to each other.

This is a thirteen-page worksheet that takes students through three of the texts in the AQA Paris Anthology: ‘Paris Riots 1968’, ‘Letters from France’ and ‘Seven Ages of Paris’. I think ‘Seven Ages of Paris’ and ‘Letters from France’ are particularly difficult for students to access and therefore have included explanations of references in those texts as well as outlining analytical points about the language and including questions that will encourage students to develop that analysis. I have included some explanation of the context (the French Revolution) for ‘Letters from France’ and would strongly suggest studying that text before ‘Seven Ages of Paris’ (although that is the reverse order to their appearance in the anthology). You could work through this in class together with students, give it out as a revision resource or set sections of it as homework preparation.