This is a feedback mark sheet which I used to give students feedback on their Romeo and Juliet plot summary assessments. It includes a quick tick-list with assessment and SPaG focused targets and is in student-friendly language. It makes marking so much quicker. I have also used the iGCSE mark scheme for Question 3 which is focused on the skill of writing a summary.

This is a feedback mark sheet which I used to give students feedback on their newspaper article assessments. It includes a quick tick-list with assessment and SPaG focused targets and is in student-friendly language. It makes marking so much quicker and can be easily adapted to suit your assessment.

This is a feedback mark sheet which I used to give students feedback on their letter writing assessments (based on being Jane Eyre and writing about the conditions of her school). It includes a quick tick-list with assessment and SPaG focused targets and is in student-friendly language. It makes marking so much quicker.

This is a feedback mark sheet which I used to give students feedback on their Lady Macbeth assessments. It includes a quick tick-list with assessment and SPaG focused targets and is in student-friendly language. It makes marking so much quicker and can be easily adapted to suit your assessment.

This is a feedback mark sheet which I used to give students feedback on their Mickey and Edward comparison assessments (based on act 1). It includes a quick tick-list with assessment and SPaG focused targets and is in student-friendly language. It makes marking so much quicker and can be easily adapted to suit your assessment.

This lesson is based on act 1, scene 3 of Macbeth. It involves students completing scaffolded questions on an extract from the scene. Students then write an analytical response focusing on Banquo's/Macbeth's reaction to the witches. It includes a guide to writing a PEAL paragraph and sentence starters.

This lesson gives an overview for each question in the AQA English Language paper 1 exam. It then focuses on the skills needed for question 2. It provides steps to approaching the question, an example and a peer assessment checklist for students. I used an old IGCSE reading passage and created a question 2 style question for students to respond to.

This lesson explores how to approach question 3 of the English Language paper 1 exam (AQA). It includes an example paragraph, sentence starters and a peer assessment checklist. Students identify language/structural devices (these are all listed on the powerpoint), read the reading passage (from AQA on the powerpoint), write their response and peer assess.

This is a list of key quotations from Jekyll and Hyde which students now need to know in preparation for their literature exam. They are separated into character and setting. Additionally, I have created 3 gap fill exercises which can be used for revising the quotes (I usually use these at the start of lessons). I also got my students to colour code the quotes based on theme as a homework task.

The lesson I created can be easily adapted to any poems at all. It focuses on the skill of comparing and I taught it to bottom set students in years 9 and 10. We spent one lesson planning and going through the process (including an example) and one lesson writing (they then completed an assessment focusing on the question we looked at beforehand). The lesson includes: an example exam-style question which is annotated; a venn diagram with tips for planning; a step-by-step numbered guide to; sentence starters; a self/peer assessment checklist; an example (with the step-by-step guide applied) and key information (including a summary and contextual information) on each poem (Remains and War Photographer). All worksheets are provided on slides on the Powerpoint

This lesson was taught to a middle ability year 8 class who have been studying the play Dracula. It's based on act 2 of Dracula when their are reports of a severe storm in Whitby. The class spent a lesson planning their newspaper article (worksheet attached) and a lesson writing it. It includes a starter task which involves students decoding the conventions of a newspaper article, an example article, a newspaper template (attached) and a success criteria of what to include. There is also some key words for writing using a newspaper style.