Concise summary checklist of all topics for the paper 1 AQA education topic of sociology. Can also be used for OCR/Eduqas/WJEC. Includes: theories, social policy, gender, ethnicity, and class (all internal/external factors) with key and 1-4 sociologists for each main point. Easy to memorise and make notes/build on for revision!

Concise, bullet pointed summary checklist of crime and environment topics for the paper 3 OCR applied/options paper of psychology. Can also be used for AQA/Eduqas/WJEC/Edexcel/CIE. Includes: background, study summary paragraphs, and applications for social/cognitive/biological. Crime: Raine; Hall and Player; Memon and Higham; Dixon, Mahoney and Cocks; Wilson and Kelling; Haney and Zimbardo Environment: Black and Black; Cziesler; Lord; Drews and Doig; Ulrich; Wells Easy to memorise and make notes/build on for revision!

A* A-level complete summary of all psychological areas needed for the OCR H167/G567 core studies exam. Includes 20 studies and aim/method/procedure/results/conclusion (with memorable pictures!) from the developmental, social, cognitive, biological and individual differences areas. Useful for all specifications as many studies overlap - Freud, Bandura, Milgram, Kohlberg, Piliavin etc.

4 in-depth , high-level essays for the Education topic (AQA spec), paper 1, all A* and between 27-30 marks or 18-20 for methods into context. Includes social policy (marketisation), internal/external class factors, ethnic differences in achievement, and self-completion questionnaires for pupils literacy. Can also be used for OCR/WJEC/Edexcel/Eduqas.

A-Z Classical mythology character syllabus A 15-page comprehensive list of all Latin and Greek major and minor characters and gods. From Achilles to Zeus! Page 1 is filled out as an example, with genealogy, characteristics, transformations, adventures, treatment by authors, and places appeared in literature. Great as a learning tool for students looking to learn about mythological figures, classics and English literature GCSE, A-level and university students. Also for AQA/Edexcel/CIE/CCEA/WJEC/OCR.

A 10-character list of all the characters in Sophocles’ Oedipus Rex (Oudipus Tyrannus). Includes characteristics, traits, relationships, and notable actions. A great quick, easily memorisable overview by an A* student. Perfect for GCSE/A-level/university classics or English literature students.

3 A* in-depth mindmaps comprising quotes, critics, and context, all independent research. For university, A-level, GCSE students, and teaching resources. Quotes are grouped by themes: time, love, nature, supernatural, chivalry, religion, appearance, and violence. Context is grouped into: Middle Ages, publishing, tradition, Christianity, and magic. Critics are specific to Sir Gawain and the Green Knight and medieval Arthurian literature. I’m also selling the same format resources for many other texts on my page!

A* level mindmaps on the whole AS (year 1) topic of education, concise, detailed, with analysis and evaluation. For the AQA spec but useful for OCR/Eduqas/WJEC/EdExcel. Includes: class (internal/external), gender (internal/external), ethnicity (internal/external), theories (Marxism/feminism/new right and neoliberalism, functionalism, postmodernism), social policy.

An A* essay plan on the question, '‘Minor characters are likely to be skipped over’ (Dennis R. Preston). Discuss the function of AT LEAST TWO minor characters in Shakespeare’s plays.’ This is a university-level (BA English at Durham) plan, but can be used for GCSE and A-level. Characters such as Lear’s Fool, and Ariel and Gonzalo in The Tempest are discussed.

An essay on the question ‘Supposedly a dramatization of the inner life, the dramatic monologue form actually reveals just what a social performance the inner life is.’ Discuss’. This essay analyses the dramatic monologue form in Robert Browning’s poem ‘Porphyria’s Lover’, using ‘My Last Duchess’ and ‘Johannes Agricola in Meditation’ to support. This essay is complete with MHRA bibliography and footnotes, and received a 74 (first) grade. Can also be used for GCSE or A-level.

This essay plan was written by a second-year undergraduate at Durham University. It looks at the question: ’The ultimate lesson of psychoanalysis is that we are never really ourselves’. Assess the implications of this claim, illustrating your response with reference to ONE OR MORE literary texts of your choice. This analyses Katherine Mansfield’s short story, 'Je ne parle pas français’, using Lacanian and Freudian 20th-century models of psychoanalysis, during the Modernist era. Can be used for university as well as A-level students.

This essay plan was written by a second-year undergraduate at Durham University. It looks at the question: Consider the place of ONE OR MORE of the following in AT LEAST TWO stories by Katherine Mansfield: the outsider; sexual adventure; symbolism. This analyses symbolism within Katherine Mansfield’s short stories, ‘Bliss’, ‘Je ne parle pas francais’, and ‘The Garden Party’. Feminine, sexual, and erotic symbolism, and Helene Cixous’ theory of ecriture feminine is looked at. Can be used for university as well as A-level students.

This resource is a plan written by a second-year undergraduate at Durham University. It looks at the question: ‘The mind receives a myriad impressions – trivial, fantastic, evanescent, or engraved with the sharpness of steel. From all sides they come, an incessant shower of innumerable atoms; and as they fall, as they shape themselves into the life of Monday or Tuesday, the accent falls differently from of old’ (Virginia Woolf, ‘Modern Fiction’). To what extent, and in what ways, is Virginia Woolf interested in the ‘myriad impressions’ received by the human mind? This can be used as a starting point to research themes of objectivity, family life, femininity, and symbolism within Virginia Woolf’s various works.

This essay has been written by a second-year undergraduate student at Durham University and received a 2.1 / 1st classification. It answers the question: ‘What would have happened [had my father lived]? No writing, no books – inconceivable. I used to think of him & mother daily; but writing The Lighthouse, laid them in my mind’ (Virginia Woolf). With reference to ONE OR MORE writers on this module, examine the extent to which artistic vocation is set against the demands of family life. This uses Virginia Woolf’s autobiographical diary, ‘Sketch’, as well as her novels To the Lighthouse, and Mrs Dalloway. Can be used by university students, as well as A-level and GCSE students. It contains context (AO3), critics and alternative interpretations (AO5), as well as the other assessment objectives. Also contains a MHRA referenced bibliography and footnotes.

This resource is a plan written by a second-year undergraduate at Durham University. It looks at the question: ‘At this moment I am casting about for an end. The problem is how to bring Lily and Mr Ramsey together and make a combination of interest at the end’ (Virginia Woolf). Consider the idea that Woolf’s major aesthetic ambition in To the Lighthouse is that of combining the evanescence of thought and feeling with narrative completion. This can be used as a starting point to research themes of artistry, objectivity, imagery and symbolism within Virginia Woolf’s various works.

This essay plan was created by a second-year English Literature undergraduate at Durham University. It looks at the question: ‘I meant nothing by the lighthouse’ (Virginia Woolf in a letter to Roger Fry). In the light of this comment, explore Woolf’s complex development of the symbol as a mediating figure between writer and reader, fictional and historical worlds. This analyses Woolf’s works, A Sketch of the Past, Mrs Dalloway, To the Lighthouse, and ‘A Writer’s Diary’.

This essay plan was created by a second-year English Literature undergraduate at Durham University. It looks at the question: ‘Whether an author self-identifies as male or female is what determines the author’s sex. The ways in which the author adopts styles, gestures, conventions, diction, and genres associated in a given culture with male writers or female writers add up to the masculinity or the femininity, the gender of the writing’ (Robyn Warhol). Assess the validity of this distinction with reference to ONE OR MORE literary works of your choice. This analyses Mansfield’s place within the Bloomsbury Group, Helene Cixous’ theory of ecriture feminine, feminism, and the Modernist era, and her short story, ‘Bliss’.

This essay plan was created by a second-year English Literature undergraduate at Durham University. It looks at the question: Consider the place of ONE OR MORE of the following in AT LEAST TWO stories by Katherine Mansfield: the outsider; sexual adventure; symbolism. This analyses the idea of the outsider in Mansfield’s short story, ‘Bliss’, and themes and symbolism of gender, femininity, and the body and psyche.

This essay was written by a second-year undergraduate at Durham University. It answers the question: 'Often in modern literature, despair prompts a new style of writing, or it becomes itself a kind of style – a darkly ironic style.’ Discuss. It looks at the influence of despair on T.S. Eliot’s writing style in poems such as ‘Marina’ and ‘Four Quartets’, the role of religion, and introspection in poems such as ‘The Love Song of J. Alfred Prufrock’ and ‘Ash Wednesday’. Can be used for university and A-level examples.

This essay plan was written by a second-year undergraduate student at Durham University. It answers the question: ‘To what extent do the political fears and anxieties associated with social change in the early twentieth century shape the forms and styles of modern writing?’ The plan considers T.S. Eliot’s personal life in shaping his writing in poems like ‘Ash Wednesday’. It also considers the poetic form of ‘The Waste Land’ in the context of post world war anxieties and Modernism. It also addresses poems such as ‘Four Quartets’ , ‘Ash Wednesday’, and ‘The Love Song of J. Alfred Prufrock’.