Full scheme of work based on the novel ‘Harry Potter and the Prisoner of Azkaban’. Includes every chapter. Includes tasks which ask students to explore the text, write creatively, reflect on their reading and comment on structure. Has an assessment task included in the style of AQA English Language Paper - questions 3 and 4. There are frameworks and model answers embedded throughout the scheme. Aimed at Y7 but can be adapted and used for other KS3 classes. All images from Google.

A KS3 assessment task based around Agard’s poem ‘Half-Caste’. Aimed to be used to generate class discussion and move from class modeled analysis into independent writing. Also includes a response to feedback lesson if task is used as an assessed piece.

Students take on roles to perform their own version of The Jeremy Kyle show influenced by the events in An Inspector Calls. Every family member is included with key information about them, Jeremy Goole is the host, and the other class members make up the audiences who are split into different social groups. The family members are to introduce themselves and explain their link to Eva, the audience members then pose questions to each family member. Jeremy Goole (this could be the teacher) controls proceedings, there is a framework to follow. Have fun deciding ‘who dunnit’…it can get quite exciting! Could be good to be used on an open evening/showcase as well as in class as an alternative to revising key characters.

A series of tasks which uses an extract from Chapter 5 of ‘The Hobbit’ to answer 5 questions in the style of AQA Enligh language paper 1. Includes: Extract Model answers Frameworks for each answer Planning opportunities/examples A structured response to each question. Images and extract from Google.

Lesson around newspaper article writing. Student select information around the 5Ws to plan their ideas (using a real article) then write up their own article. Includes a framework and structure for students to follow.

A breakdown of key questions and points to consider when making notes around poetry. Students could transform this into a revision map, booklet, poster or general revision guide. Can be used for any poem alongside pupils' prior knowledge or by transferring notes from revision guides.

A creative task which can be used after reading or analysing an extract of Mary Shelley's Frankenstein. Students select key quotes for the two characters - Dr Frankenstein and his creation. They must use textual evidence to shape and form two contrasting images: one the 'mad' doctor and one the terrifying creation. Quotes and examples provided.

Presentation to inform students about the content of the new AQA GCSE English Literature Paper 2. Includes list of Conflict and Power poetry and a breakdown of questions in Section A, B and C. Could be used as introduction to new content and re-visited to look over how exam questions could be worded.

'Scattegories' game in which students are given a list of items/topics and they have to come up with that begin with the same letter of the alphabet. Random letter generator needed beforehand. Could be used as a starter/plenary and to generate some vocabulary ideas.

Students analyse the poem 'Suicide in the Trenches' and explore Sassoon uses language to create tone within the poem. Moves into an extended response after initial discussion and includes a framework and prompts for students to include textual evidence and focus on specific word types.

Selection of resources for a speaking and listening task to persuade for or against to existence of the Loch Ness monster. Includes articles for and against which can be used as evidence in students' speeches and some time to collect ideas and embed AFORESTY features throughout. Good idea for KS3 and could work alongside a more structured writing task at a later date.

Using the MRS TEAR structure students analyse and write up their understanding, interpretation and knowledge of John Agard's poem 'Flag'. Lesson also discusses the new AQA English Literature Paper 2 in which poetry analysis is assessed. Reading around the poem is required beforehand.

Can be used alongside BBC RSC version of The Tempest or 2010 film version. Students work in groups to translate Prospero's speech to Miranda discussing their life on the island. Students build up knowledge and look at connotations of language before expanding their ideas to explore how Prospero is shown as a father.

A group task discussion leads to an individual language analysis which then fuels an analytical response. Students identify what Prospero proposes in Act 5 Scene 1. Then, when they have deciphered the meaning behind the language, they can look deeper at how the comparisons used and the emotive language embedded creates a powerful image of the character of Prospero.

Exploration of how Dickens presents the convict in the opening of his novel 'Great Expectations'. Students discuss what makes the perfect villain, homework tasks support their initial ideas, which is then followed up into an extended analytical response of the opening. Uses PEELECMT structure (point, evidence, explain, language, empathy, context, multiple interpretations and theme). Could fit into a general reading of 19th Century fiction or a more focused study of the novel itself. Could be differentiated and altered to make an assessment task. Model answer and extract provided.

Lessons used with a weaker ability Skills class. Based around school poetry, students analyse language use in a 'Dream School' poem. Look at connotations of words and phrases, which then moves into a short write up task. Moves into Roald Dahl's poem from Charlie and the Chocolate Factory about television. Students can then use what they have read from the two poem to fuel their own ideas. Easily adaptable.

Lessons around Elizabethan England and Shakespeare's Globe theatre. Includes contextual information regarding life in London and writing in role tasks. Contains link to informative short clip around the Globe which leads on to labelling task.

Unit of work that could be used with weaker ability students to revisit or enhance reading and writing skills. Uses extracts from Kensuke's Kingdom and asks students to consider how language is used to create an image in a reader's mind which then leads into their own extended response to language and writing tasks.

Assessment style question around how Priestley presents the character of Eric in the play. Class must have read play to complete task. Uses PEELECMT (point, evidence, explain, language, empathy, context, multiple interpretations, theme) structure and offers framework/paragraph starters for students to organise their ideas about the character throughout the whole play. Could be adapted to suit another character(s).

Students redrafted a piece of their own Gothic writing short story/ghost story and turned their work into a book. Can be used as end of term/topic project or homework task. Includes advice and how to set out their portfolio of work and include some non-fiction writing about themselves. Used with low ability originally but could be altered for more able students.