A simple and interactive way of getting students to focus on FONT and a little bit of COLOUR as a developed choice by creators of media. Perfect introduction to the CLIF aspect of Question 5 in Paper 1 of the GCSE Language exam. Visit My Shop for more helpful aids to understanding the new Language papers and their questions

To accompany the Power Point resource of ‘Animal Farm Characters and The Russian Revolution’ [https://www.tes.com/teaching-resource/animal-farm-characters-and-the-russian-revolution-12366402] The characters are laid out in a format that can be printed onto address label pages/stickers - height of each pairing is approximately 3.5cm.

KS3 Past Paper 2, May 1 2003 Non-Fiction Paper: Mount St Helen’s This resource covers the answers to the above test, a very useful starter for KS3, leading to the ‘Reading Non-Fiction’ section of GCSE English. See My Shop for more KS3 Past Papers The original papers for these KS3 English papers are often gathering dust in storerooms across N. Ireland, but if anyone needs a copy of the original - please contact me.

KS3 Past Paper 2, May 2005 Non-Fiction Paper: Royal Lifeboats This resource covers the answers to the above test, a very useful starter for KS3, leading to the ‘Reading Non-Fiction’ section of GCSE English. See My Shop for more KS3 Past Papers The original papers for these KS3 English papers are often gathering dust in storerooms across N. Ireland, but if anyone needs a copy of the original - please contact me.

KS3 Past Paper 1, May 1 2003 Fiction Paper: Margaret Forster This resource covers the answers to the above test, a very useful starter for KS3, leading to the GCSE English exam. See My Shop for more KS3 Past Papers The original papers for these KS3 English papers are often gathering dust in storerooms across N. Ireland, but if anyone needs a copy of the original - please contact me.

George Orwell’s ‘Animal Farm’ This resource offers analysis of three of Squealer’s speeches, indicating his methods of manipulative propaganda. A copy of all ecamples when Squealer speaks An exercise to put the true events of the Battle of the Cowshed into correct order. A labelled first example from Chapter 3 A pupil copy of his first Chapter 5 speech An answer sheet for the first Chapter 5 speech A pupil copy of his second Chapter 5 speech, without answers

Simple comprehension with text and questions. Non-fiction, will suit KS3.

This resource is an accessible and informative presentation of comparison between the characters of Animal Farm (images taken from the film) and their counterparts in the real Russian Revolution. Each pairing of images is followed by historical information, accurately explaining the real character and their historical behaviour. See also the free resource https://www.tes.com/teaching-resource/animal-farm-characters-russian-sticers-12366420 where the pairings can be printed out as stickers.

A fun way to introduce poetic techniques, and a chance to form different types of poems. Aimed at junior KS3, this is an upbeat introduction to poetic techniques and poetic form, covering simile to onomatopoeia, shape poems to noise poems.

Making use of the text ‘Ex-Poser’ by Paul Jennings, this resource carefully and accessibly works through how to answer ten comprehension questions using PEE - the method of Point, Evidence, Explanation. This has proven to be a really useful way to introduce PEE into the classroom and to ensure it is applied correctly.

A comprehensive worksheet to evaluate Portia in her own time, and in modern times. E.g. Question: Portia: the Elizabethan woman vs the Modern Woman Students are guided through a structured and detailed approach for how to formulate their response to the posed question.

An accessible PowerPoint which makes use of anti-smoking media images to investigate Presentation and Language. Suitable for both KS3 and as an introduction to KS4 Reading Media Texts, this resource covers the basics of Presentation: Colour, Layout and Image (see My Shop for ‘Font’ activities) and Language: Facts, Opinions, Title and Persuasive words and phrases.

Creative Writing - show, don’t tell when it comes to emotions. VEMB is a simple mnemonic for Voice, Expression, Movement and Breathing. Encourage pupils to take note in their reading and their writing of how emotions are presented. Pick up any novel and choose a page on which to spot how VEMB has been used to show emotions, not simply state them. Complete the VEMB resource for five emotion groups: sadness, pain, anger, fear and happiness - there will be some overlap - be sure to discuss this (See VEMB: Ideas for help) Complete the activity : ‘When he heard the news’ in order to consolidate what has just been taught about VEMB.

This resource is the first in a series of GCSE booklets designed to be user friendly and cover all aspects of the novel and writer’s technique. These booklets have been created by a CCEA examiner for English Literature, have been tried and tested in the classroom, and cover all aspects of the curriculum. Currently available: *Of Mice and Men: Background *Of Mice and Men: Chapter by Chapter https://www.tes.com/teaching-resource/ccea-of-mice-and-men-chapter-by-chapter-12366451 *Of Mice and Men: Characters *Of Mice and Men: Themes *Of Mice and Men: Writer’s Technique Answer booklets will be available upon request.

What an incredible poem - effective, engaging, heart-breaking. Included are TWO VERSIONS of a GCSE level Essay Analysis of the poem, analysed using an easy scaffold of ‘SPECS SLIM’. One more in depth version, and one ‘easier’. Useful for Students - give them hints/paragraph sample/discussion points and allow them to complete each section. Useful for Teachers as a sample piece of work. The question: Write about the poem ‘The Target’. You should describe what the poet writes about and how he uses language to convey his thoughts and feelings. The scaffold: SPECS Subject Purpose Emotion Craftsmanship Summary Craftmanship: SLIM Structure Language Imagery Movement Sounds Example paragraph: Subject The title of the poem gives the first suggestion of its subject matter. A ‘target’ is something that is aimed for – whether as an aspirational goal, or through violence – in archery, or the use of guns. It is quickly realised that the latter is involved in this ‘Target’ – and the aim was a fellow human being. The antiquated language, e.g. ‘durst’, ‘Twas’, ‘a-happening’, places this situation in the past, possibly World War One. If this is the case, the subject matter is the death of a soldier, at the hand of his enemy; the enemy and killer being the first person narrator of the poem. The poem moves on to document the killer’s reasons, his regrets, the fears of his mother and the only solution possible to quell her fears: “Perhaps it might be best/To die, and set her fears at rest”; the lack of participation from a God who ‘takes no sort of heed’ and the inescapable ‘bloody mess’ of war and ‘job’ which must be carried out by the narrator as a soldier.

This resource contains a lengthy Powerpoint which covers a full range of techniques which should be considered when writing creatively. The Powerpoint ends with an assessment title, and the success criteria to accompany it. Although aimed at KS3, this is also useful for weaker KS4 students, or as starters/refreshers at KS4. The Powerpoint offers: Eight ten-minute activities to stimulate creative thought Two slides focussing on verb synonyms in order to up level writing Six slides looking at connotation, and the consideration that must be taken of our choices A quick look at onomatopoeia and the implication of choosing animal sounds Two ‘Picture the Scene’ examples encouraging the use of the studied techniques Quick looks at: adverbs, boring sentences, syntax arrangement, avoidance of ‘got’, good openers and ‘improve the examples’ opportunity Assessment title and success criteria.

An introduction to Diary writing, along with some diary writing exercises. Includes: Key words Key features Date and Time activities First Person activities Personal thoughts and feelings activities Past tense activities Chronological Order activities Time connectives activities Informal activities Introduction and conclusion activities Annotated diary, diary to annotate A day in the life - cat and dog Anne Frank exercises References to ‘Zlata’s Diary’ Creative piece inspired by The Literacy Shed’s material on ‘The Clock Tower’ Assessment piece to be completed at the end of the Unit nine weeks of daily personal topics to be completed in student’s own time.

A comprehensive PowerPoint answering the question: Who is to blame for the downfall of Macbeth? Students are guided through a structured and detailed approach for how to formulate their response to the posed question.

Developed from the wonderful film short ‘Father and Daughter’ , this story is without dialogue and therefore open to endless interpretation for both KS3 and KS4 students. I use this with both KS3 and GCSE students in order to develop their understanding of emotions in their writing. The plot details are sparse, and it is up to the pupil to add detail. Detail is the key to this piece of work. Included in this resource is a series of questions chosen to stimulate thought and to observe the methods of storytelling which can be replicated in the pupil’s own writing. (Please note the mention of VEMB in Q6 refers to Voice, Expression, Movement and Breathing - as the fundamental ways in which we non verbally demonstrate our feelings - look in My Shop for further VEMB resources) Also included are suggested answers. At the end of the resource is a short task - but this can be exchanged for a much longer one looking at the whole film - this should be at the discretion of the teacher and their knowledge of the ability level of their students. The film short is available on YouTube but please note that the audio track of one of the YouTube versions is slightly off - best quality is from the BFI Screen Shorts DVD.

An easily accessible booklet designed to introduce junior KS3 classes to the idea of the Media and how it persuades and manipulates the target audience. The resource looks at how we ‘manipulate’ each other, takes account of the first six persuasive techniques and teaches pupils to identify these devices in example articles. Activities throughout include: facts and opinions, font, colour, slogans and language tricks. The booklet ends with a fun persuasive activity to complete.