This worksheet can be given to students so they can type their responses directly into the fields provided. Alternatively, you could hand out paper copies and they could handwrite their responses. The tasks include: stating when this scene is set giving a brief synopsis of the scene 8 deep-dive questions into the characters and dialogue exploring the use of stagecraft and plastic theatre in the scene examining relevant contextual factors It is ideal for use with A Level English Literature students, but could be used in Drama lessons, too.

This worksheet can be given to students so they can type their responses directly into the fields provided. Alternatively, you could hand out paper copies and they could handwrite their responses. The tasks include: stating when this scene is set giving a brief synopsis of the scene 6 deep-dive questions into the characters and dialogue exploring the use of stagecraft and plastic theatre in the scene examining relevant contextual factors It is ideal for use with A Level English Literature students, but could be used in Drama lessons, too.

Firstly, this sheet quickly explains what fronted adverbials are and why they are useful. Subsequently, the students write sentences beginning with adverbs I have chosen. Finally, they write sentences beginning with adverbs they chose themselves. (See what I did there?)

There are two sheets here. One contains a passage which has been set out correctly, but all the punctuation is missing. The second is correctly punctuated, but the layout is wrong. Pupils rewrite the passages correctly.

Imagine your fiance decided to send you all the presents named in the song. How would you react? In this resource, a young woman called Emily writes letters to her fiance, George, after the first seven presents arrive. Naturally, the tone changes quite a bit, as her house fills up with birds, women and cows. Her family are none too pleased, either. Read the seven letters aloud with the class, and then get them, alone or in pairs, to write some or all of the remaining five. It’s lots of fun, but it also teaches them about tone and vocab at the end of a long term!

This document can be enlarged to A3 and laminated to provide a help mat to aid students get to grips with the Eduqas GCSE Language Component 2 exam. One side has prompts to help with the Reading section, while the other gives advice useful in the Writing section. It reminds students of things such as: how long each section is; how many marks each question is worth; the emphasis of each question; techniques to use in each question. There’s also advice about planning for and proof-reading the writing tasks. It’s a word doc, so you could adapt it as you wish.

The mark schemes provided by the board are great, but they tend to be very specific to the questions in the SAMs and past papers. So I could issue a highlighted mark scheme to all my stdents, whatever the title I set, I pared the Eduqas schemes down to the bare bones. In other words, where an Eduqas Global Film scheme will mention the specific elements of film idenitified in the question, mine does not. I find that using these schemes makes the students very familiar with the recurring key words and phrases, and helps them target their responses more relevantly. I have also included a box at the bottom for you two write comments and targets, as well as the mark.

I find that studying a film full of political ideas and views is easier if the students have grappled with these ideas first a bit themselves. This resource contains many statements about a wide range of political views expressed or shown in the film. I print it onto card, cut them up and then get the students to sort the cards into three piles: statments they agree with; staments they disagree with; and ones they are undecided about. The cards can then be used to provoke discussion and debate.

This is a 7 page booklet which: outlines the two choices available (short film or screenplay with storyboard) explains the four production briefs explains how to pitch the idea to the class/teacher It also describes in detail the steps they need to take, having had their pitch ‘greenlit’ to ensure their planning, and preparation are as good as possible beofre filming/writing their film. I have also included the list of films for the Short Film Study, which they need to refrence in the written evaluation at the end of the process.

The scene where Combo bursts in to Gadget’s house with Banjo is a really pivotal one. This resource breaks it down into small chunks and asks the students to consider how Meadows uses the elements of film in each chunk. There are some refelctive, longer-answer questions at the end about the scene as a whole. It’s best given electronically so the boxes can expand to accommodate lengthy answers.

I made this for use with middle and lower ability Year 9s. It is the complete story, but now and then are boxes with questions in about the text and room to write notes. It also contains a writing task which focuses on the use of direct speech.

A worksheet containing three activites: writing interesting sentences , each beginning with one of ten given adverbs; using ambitious vocabulary in sentences; finishing sentences which contain semi-colons I devised it as a revision exercise for my Year 8, but it might work with older kids, too, if they are shaky on sentence structure and vocab.

This sheet is for use with Eduqas A Level Film students who have chosen to make a short film for their coursework. Once they have made an early rough-cut, you can use this sheet to give them some guidnace on where their work sits so far, and how they could improve it. I have boiled down the mark scheme to the key descriptors, and used the Excellent/Good/Satisfactory etc language from the Bands.

This two-sided resource (which is best photocopied as an A3 sheet) looks closely at Szifron’s ‘Wild Tales’ short, ‘Little Bomb’. It focuses on the few minutes covering the planting of the bomb and the media/social media reaction to it. One side of the resource requires them to make detailed notes on the continuity editing in the bombing scene. The other side is for making detailed notes on the montage editing in the reaction scenes. Editing can be a tricky thing to write about in the Global Film question, but this helps to get the detail they need.

This is a short unit I use with Year 8 when doing ‘Hamlet’. We tend to focus on Act One, so I start by exploring the opening scene. Students: Read the scene aloud in groups (or as a whole class, if you like) Complete a cloze exercise about the scene Investigate how they would stage the ghost if they were producing the play in 1608 I usually show a YouTube clip of what the Globe Theatre would have been like at the time to help them visualise the scene.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.

This is a copy of the poem, broken into clear, manageable chunks. After each section there are boxes with prompts and lots of space for notes. It can be used in class, but it is very useful for students working from home if, say, they have had to self-isolate…

This is a copy of the poem, broken into clear, manageable chunks. After each section there are boxes with prompts and lots of space for notes. It can be used in class, but it is very useful for students working from home if, say, they have had to self-isolate…

This is a copy of the poem, broken into clear, manageable chunks. After each section there are boxes with prompts and lots of space for notes. It can be used in class, but it is very useful for students working from home if, say, they have had to self-isolate…