This interesting and highly-stimulating lesson enables students to gain a clear understanding of the language choices utilised by William Golding’s throughout Chapters 4 and 5 of Lord of the Flies, with particular reference to the advanced figurative language employed in the descriptive sections of the text. Students also learn to analyse the effects of key language choices, with reference to Golding’s key intentions throughout the novel. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Define, identify, and exemplify different types of language devices; - Explain the effects of different language devices on meanings and different audiences; - Read and understand Chapters Four and Five of the play, with a particular focus upon how Golding utilises language devices to demonstrate the changing feelings and mindsets of the boys on the island; - Analyse key quotations which utilise effective descriptive devices; - Analyse the effectiveness of Golding’s language devices; -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation; - Detailed worksheets, with answer sheets where necessary; - Links to the extracts of the text needed for the lesson (Chapters Four and Five in this case); - Card sort cards; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This clear, detailed and visually-appealing resource offers a complete reference point for Year 5 children, teachers and parents covering knowledge relating to ‘Animals including Humans’, as a part of their science learning. It contains comprehensive sections on: Overview and ‘what you should already know’ (from their prior learning); Puberty; Human Ageing Timeline; Ageing towards Old Age; Growth and Development of Animals; Key Vocabulary (underlined). The content is fully aligned with the NC expectations for Year 5 children relating to ‘Animals including Humans:’ -describe the changes as humans develop to old age; -learn about stages in the growth and development of humans. They should learn about the changes experienced in puberty; -research the gestation periods of other animals and compare them with humans. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This engaging and informative lesson enables students to understand how the lead protagonist of Suzanne Collins’ ‘The Hunger Games’ – Katniss Everdeen - develops as a character throughout the novel. In doing so, students learn how she develops and acquires the key skills, characteristics, beliefs, and values to become the complete dystopian heroine. The lesson follows a step-by-step learning journey, in which children learn through: Comprehending how Katniss is initially introduced to the reader; Reading extracts from Chapters 3, 7 and 14 of The Hunger Games, identifying how Katniss’ character develops; Analysing how her character fits the role of the ‘Dystopian Hero/Heroine’, and matching her traits to the different features of this character form; Applying their understanding by creating their own Dystopian Hero/Heroine; Self assessing their learning attempts. Included is: Whole lesson PowerPoint - colourful and comprehensive;’ Extracts from The Hunger Games (from Chapters 3, 7, and 14); Character Profile for Katniss Everdeen; Blank Template for Creating a Dystopian Hero/Heroine; A comprehensive lesson plan; All resources are provided in Word (for easy editing) and PDF (to ensure formatting remains fixed between different computers). There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 8 classes, however colleagues have used them for between years 5 and 10 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This engaging and informative lesson helps students to understand the effects of the dual narrative structure used in Robert Swindells’ Stone Cold. Students consider the purpose of dual narratives and the way in which the structure is employed by Swindells, before analysing the impact that the dual narrative has upon readers. The lesson follows a step-by-step learning journey, in which children learn through: - Defining the key term ‘dual narrative’ and considering famous examples; - Skimming and scanning ‘Stone Cold’ to find evidence of the dual narrative in action throughout the text; - Analysing the effects that dual narratives can have upon the reader, including the rise in dramatic tension and dramatic irony in Stone Cold. - Storyboarding Stone Cold to reveal how the dual narrative is used throughout for effect; - Peer assessing each other’s learning attempts; Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Storyboard template (pdf and word); - Dual Narrative Perspectives Worksheet; - Essay Template; - Comprehensive lesson plan. There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with a year 8 class, however colleagues have used them for between years 5 and 9 with minimal adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This clear, detailed and visually-appealing resource offers a complete reference point for Year 5 children, teachers and parents covering knowledge relating to ‘Properties and Changes of Materials’, as a part of their science learning. It contains comprehensive sections on: What you should already know (from learning in earlier years); Grouping Materials by Properties; Solutions and Separation; Reversible and Irreversible Changes; Types of Reversible and Irreversible Changes; Key Vocabulary. The content is fully aligned with the NC expectations for Year 5 children relating to ‘Properties and Changes of Materials’: -Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets; -Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution; -Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating; -Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic; -Demonstrate that dissolving, mixing and changes of state are reversible changes; -Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This interesting and stimulating lesson aims to improve students’ understanding of Shakespeare’s use of figurative language in Macbeth, focusing particularly on similes, metaphors, personification, hyperbole, and euphemisms. Students learn to analyse the intended effect of these devices through a close-reading and interpretation of Act 5 Scene 1: The sleepwalking scene involving Lady Macbeth. The lesson utilises a range of tasks, that require students to be visual and interactive learners. It follows this learning journey: - Defining the key term ‘figurative language’ and establishing its importance as a literary technique; - Defining and exemplifying each of the key terms ‘simile, metaphor, personification, hyperbole, and euphemisms through collaborative group opportunities; - Understanding how and why figurative language is used to add depth to writers’ ideas; - Reading and interpreting Act 5 Scene 1, and establishing how figurative language impacts upon the scene; - Reflecting upon why this may/ what effect this may have had on audiences at the time; - Summarising the events of the scene; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - Cards for the card sorting group activity - A comprehensive teacher guidance form/lesson plan to assist delivery. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This resource booklet contains a wide range of age-appropriate, engaging, and meaningful comprehension activities for use throughout the reading of Harper Lee’s ‘To Kill a Mockingbird.’ Teachers have found them particularly useful in exam revision, comprehension tasks, or guided reading sessions. They are perfect for aiding the progress of students towards meeting the KS4 expectations within the new National Curriculum framework - this makes the tasks suitable for all examining bodies. Students have found these resources extremely engaging, and for teachers there is explicit information within each task regarding which comprehension strands the task is designed to demonstrate. They also relate to key extracts, characters, and themes from the story, ensuring that students gain a deep understanding of the text. Activities within the booklet include: ‘Context: 'The Great Depression’ - to aid students with ‘Drawing on knowledge of the purpose, audience and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation;’ ‘Lee’s Description’ - to aid students with ‘Analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact;’ Boo Radley, Atticus Finch, and Bob Ewell’ - to aid students with ‘Seeking evidence in the text to support a point of view, including justifying inferences with evidence;’ ‘Editing the Text’ - to aid students with ‘Making an informed personal response, recognising that other responses to a text are possible and evaluating these.’ Plus many, many more activities (the booklet is around 30 pages in length!) I’ve also added it as a PDF in case the formatting differs on your computer. All images are licensed for commercial use, and are cited on a separate document (included).

This assembly aims to assist children in becoming resilient learners who are more willing to approach tasks, keep trying when tasks become difficult, and learn from their mistakes. I love giving this assembly because I feel that the key message within it is so vital. More importantly, wherever I have given this assembly (to a wide-range of students from a wide-range of contexts) it has always gone down extremely well, with students being extremely engaged and informing me of their increased resilience in the months that follow! The slides are visually engaging and well-presented, and the subject matter is tailored to the interests and needs of young people. For example, there are references to Justin Bieber, Beyonce, Andy Murray, JK Rowling and a host of other successful people in the public eye who have needed to overcome difficulties. There is also a hyperlink to a music video which utilises a ‘Rude Goldberg Machine’ which has been painstakingly set up, through months of set-backs and sticking points, to achieve an extraordinary result. The slides are fairly self-explanatory, but I’ve included guidance notes to assist the speaker. Hope that you find this useful!

This detailed and visually-appealing resource offers a complete reference point for students learning or revising J.K Rowling's 'Harry Potter and the Philosopher's Stone.' It contains comprehensive sections on: - Context; - Chapter by Chapter Summary (with quotes); - Main Characters; - Themes; - Rowling's Language Devices; - Features of Fantasy Novels. All key words and ideas are compartmentalised for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This engaging and informative lesson enables students to understand how the lead protagonist of J.K Rowling’s Harry Potter and the Philosopher’s Stone (Harry himself) develops as a character throughout the narrative. In doing so, students learn the key structural features of the ‘Bildungsroman’ genre, and apply these to the different stages of development that Harry experiences. They then go on to design their own Bildungsroman storyboards! The lesson follows a step-by-step learning journey, in which children learn through: Comprehending how Harry is initially introduced to the reader; Reading extracts from Chapters 2, 10 and 17 of Harry Potter and the Philosopher’s Stone, identifying how Harry’s character develops; Analysing how the story fits the structure of a Bildungsroman novel, and tracking Harry’s development through the stages; Creating a storyboard for their own Bildungsroman novel; Self assessing their learning attempts. Included is: Whole lesson 30 slide PowerPoint - colourful and comprehensive; Collated paper extracts of Chapters 2, 10, 17 of Harry Potter and the Philosopher’s Stone; Harry’s development tracking template; Create your own Bildungsroman novel storyboard template; -Comprehensive lesson plan. All resources are provided in Word (for easy editing) and PDF (to ensure formatting remains fixed between different computers). There are also opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 7/8 classes, however colleagues have used them for between years 3 and 10 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This interesting and highly-stimulating lesson enables students to make important inferences and interpretations regarding ‘the beast’ that is referred to by the boys on the island throughout William Golding’s novel Lord of the Flies. In particular, students form opinions of what the beast may represent, based upon key evidence throughout the text. The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to: - Establish, sketch, evidence, and share their initial interpretations of the beast; - Collaborate with others to form rational and substantiated opinions; - Read and understand Chapters Six and Seven of the play, with a particular focus upon how Golding utilises the beast to depict other concepts and notions; - Analyse key quotations which refer to the beast in relation to each of the characters; - Give appropriate and sustained interpretations and inferences regarding altering views towards Golding’s use of the beast; -Peer assess each other’s learning attempts. This resource pack includes: - A visually engaging whole-lesson PowerPoint presentation; - Detailed worksheet; - A scaffolded essay template; - Links to the extracts of the text needed for the lesson (Chapters Six and Seven in this case); - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson. All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

This interesting and engaging lesson enables students to gain a detailed understanding of the masquerade ball scene (Romeo and Juliet’s first meeting) in William Shakespeare’s romantic tragedy ‘Romeo and Juliet.’ Students learn to make sustained and detailed inferences and interpretations in relation to the language and structures utilised by Shakespeare. The lesson also guides them through a close analysis of the figurative language used by the lovers in their opening dialogue. The lesson utilises a range of tasks, that require students to be attentive and interactive learners. It follows this learning journey: - Establishing the events that lead up to the Masquerade Ball; - Reading and interpreting the prologue and Act I Scene V, interpreting and inferring the key meanings; - Understanding the complications of Romeo and Juliet’s feelings for one another; - Analysing Shakespeare’s use of language and structure throughout Romeo and Juliet’s opening dialogue; - Peer/self evaluating the learning in the lesson. Included in this resource pack are: - A well-presented, thorough, and informative, whole-lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - A challenging and thought-provoking worksheet, and an answer sheet for the teacher. All images in this resource are licensed for commercial use, and are cited on the final slide of the lesson presentation.

This engaging and informative lesson aims to improve students’ understanding of the portrayal of women in Mary Shelley’s Frankenstein. The lesson places a particular focus upon the perceived role and characteristics of women in the late 1700s, and compares this to the manner in which they are presented in the text. By the end of the lesson, students demonstrate an ability to argue whether they think Shelley’s portrayal of women challenges or recycles existing ideas of women living at the time. The lesson follows a step-by-step learning journey, in which children learn through: - Understanding the social and historical context of life for women in the late 1700s;’ - Making links between contextual understanding and what is noted from the text; - Reading and understanding key extracts from chapters 8, 22, and 23 - extracts that provide exposure to the female characters in the text; - Inferring, and interpreting the key events of the extracts, and considering the impression that is given of women by Shelley; - Arguing whether they feel that Shelley recycles or challenges the role of women at the time, using a purpose-made essay template; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and substantial; (including an animated Frankenstein’s monster to guide them through the lesson); - Inferring and interpreting worksheet (and a teacher answer sheet); - Extracts from Chapters 8, 22, and 23; - The role of women worksheet; - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to middle-ability year 9/10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This detailed and visually-appealing resource offers a complete reference point for students learning or revising Harper Lee’s ‘To Kill a Mockingbird.’ It contains comprehensive sections on: Context; Chapter by Chapter Summary (with quotes); Main Characters; Themes; Lee’s Language Devices; Influences on the Writer. Key words and ideas are underlined for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This detailed and visually-appealing resource offers a complete reference point for students learning about/ revising their understanding of Islam. It contains comprehensive sections under the following headings: -Islam Overview; -Islamic Beliefs; -Islam Timeline; -Key Vocabulary; -Top Ten Facts; -Answers to the Important Questions. Key words and ideas are underlined for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to).

This detailed and visually-appealing resource offers a complete reference point for students learning about/ revising their understanding of Judaism. It contains comprehensive sections under the following headings: -Judaism Overview; -Jewish Beliefs; -Judaism Timeline; -Key Vocabulary; -Top Ten Facts; -Answers to the Important Questions. Key words and ideas are underlined for easy reference. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to).

This engaging and informative lesson enables students to make precise and sustained interpretations regarding the portrayal of Arthur Kipps throughout Susan Hill’s The Woman in Black. In particular, students consider how Kipps is initially presented, and how his character is developed throughout the text. The lesson follows a step-by-step learning journey, in which children learn through: - Reading and understanding how Arthur’s character is introduced to the reader; - Understanding and comprehending the different events that Arthur experiences; - Considering how these different events shape and alter Arthur’s emotions and personality; - Analysing how Hill presents and develops Arthur’s character throughout the text; - Peer assessing each other’s learning attempts. Included is: - Whole lesson PowerPoint - colourful and comprehensive; - Selected extracts from ‘The Woman in Black’ - Arthur Kipps stress graph; - Analysis template with success criteria for creating well-structured responses; - Comprehensive lesson plan. There are also opportunities for group learning, peer assessment, and whole class discussion. This was originally taught to mixed ability year 10 groups, but can easily be differentiated for groups of different ages and abilities. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This clear, detailed and visually-appealing resource offers a complete reference point for Year 4 children, teachers and parents covering knowledge relating to ‘Living things and their habitats’, as a part of their science learning. It contains comprehensive sections on: What you should already know (from learning in earlier years); Classification of Animals; Classification of Plants; Habitat Changes; Vertebrates and Invertebrates; Key Vocabulary. The content is fully aligned with the NC expectations for Year 4 children relating to ‘Living things and their habitats’: -Recognise that living things can be grouped in a variety of ways; -Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment; -Recognise that environments can change and that this can sometimes pose dangers to living things. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

This engaging and informative lesson enables students to make clear, detailed and well-informed interpretations of Portia in Shakespeare’s ‘The Merchant of Venice.’ In particular, students develop their contextual understanding of the role of women in Shakespeare’s time, make precise interpretations about her character using evidence from the play, and link their understanding to their knowledge of social and historical context. The lesson follows a step-by-step learning journey, in which children learn through: Knowledge harvesting their understanding of the role of women in Shakespeare’s era; Researching and sharing multiple aspects of life for women in Shakespeare’s era; Reading selected quotations from the play and interpreting what these reveal about Portia’s character; Linking their knowledge of Portia’s character to their understanding of historical context; Peer assessing each others learning attempts; Included is: Whole lesson PowerPoint - colourful and comprehensive; Researching context worksheet; Essay template Comprehensive lesson plan. Resources are provided in PDF (to maintain formatting), Word (so that they are easily editable) and also in zipfiles. The lesson contains opportunities for group learning, speaking and listening, peer assessment, and whole class discussion. I originally used these resources with year 10 and 11 classes, however colleagues have used them for between year 9 and year 13 with some adaptations. All images are licensed for commercial use, and image rights are listed on the last page of the presentation.

This clear, detailed and visually-appealing resource offers a complete reference point for Year 3 children, teachers and parents covering knowledge relating to ‘Plants’, as a part of their science learning. It contains comprehensive sections on: What you should already know (from earlier learning); Functions of Plant Parts; The Role of Flowers (including pollination); Plant Requirements for Life; Water Transport in Plants; Key Vocabulary. The content is fully aligned with the NC expectations for Year 3 children relating to ‘Plants’: -identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers -explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant -investigate the way in which water is transported within plants -explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).