A top band, Grade 9 essay on the question of: “Starting with this speech (Act 4 Scene 3), explore how Shakespeare presents the theme of Kingship in Macbeth”. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Two starters are included, so you can split the slides into two different lessons. Quotes include: “unsinkable, absolutely unsinkable.” “a man has to make his own way—has to look after himself—and his family, too, of course” “I’m talking as a hard headed, practical man of business.” Works towards: How does Priestley use present the character of Mr Birling in Act 1?

A top band, Grade 9 essay on the question of: Starting with this extract (act 2 scene 2), how does Shakespeare present paranoia? The response considers both Lady Macbeth and Macbeth. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson covers the structure of the exam paper, so students are aware of which questions are coming and how many paragraphs to write for each, as well as timings. The lesson sets out a simple strategy for approaching this question, to make it as accessible as possible for students. Writing an introduction (thesis) statement is included, as well as writing about structure. The lesson can be used as a template and adapted in order to practice many different poems before the exams.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quote analysis for: I grant him bloody, Luxurious, avaricious, false, deceitful, Sudden, malicious, smacking of every sin That has a name our country sinks beneath the yoke; It weeps, it bleeds Is this a dagger which I see before me, The handle toward my hand? A dagger of the mind, a false creation, Proceeding from the heat-oppressèd brain Suitable for example questions such as: Starting with this extract, how is Kingship presented? How are Malcolm and Macduff presented as leaders? How is Malcolm presented in the play? How does Shakespeare present corruption?

Covers mainly Eric and The Inspector, considering gender and class. Fully differentiated and ready to go lesson, which can be done in 2-4 hours depending on which slides you use. This lesson covers key context, an audience and reader’s expectations and reactions, extensive analysis and questioning of key ideas, key quotes chosen with analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are targets for students to use to mark and improve their own work. Works towards: How does Priestley present change in An Inspector Calls?

Fully differentiated with essay practice included. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, analysis and questioning of key ideas, key quotes that can be analysed individually or as a class, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for class conversations, and opportunities for students to mark and improve their own work. Works towards: Starting with this extract, how does Shakespeare present the supernatural?

This lesson covers key content for the poem, four carefuly chosen quotes with steps that students can use to easily analyse them, extensive analysis and exploration of context, example comparative points to another poem from the anthology, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “his bloody life in my bloody hands.” “hearing bullets smacking the belly out of the air” “he’s there on the ground, sort of inside out, pain itself, the image of agony” “He lugged a rifle numb as a smashed arm” Works towards: Compare the ways in which poets present ideas about war in Bayonet Charge and Remains. Made for Poetry and COnflict Anthology, AQA GCSE curriculum.

This lesson include extensive analysis of key quotes, notes on context, thoughtful alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Quotes included are: ‘Arthur you’re not supposed to say such things’ ‘Now Sheila don’t tease him. When you’re married you’ll realise that men with important work to do sometimes have to spend nearly all their time and energy on their business.’ “I’m sorry it should have come to such a horrible end. But I accept no blame for it” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “Go and look for the father of the child. It’s his responsibility.” Working towards: How is Mrs Birling presented throughout the play?

A top band, Grade 9 essay on the question of: “Starting with this extract (Act 4 scene 3), examine how Shakespeare presents the natural order”. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and targets provided for students to mark and improve their own work. Full quote analysis is provided for: Stay, you imperfect speakers Cannot be ill, cannot be good his virtues will plead like angels I have no spur To prick the sides of my intent, but only Vaulting ambition

An A* 1000 word essay on setting in Gothic texts - specifically Dracula and The Bloody Chamber.

This lesson covers key extracts, sumamry of the character, comparisons to Lady Macbeth, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists, as well as a mock question for a writing task. A possible plan is included with three clear points and quotes Quotes include: “the poor wren, The most diminutive of birds, will fight, Her young ones in her nest, against the owl.” ‘Poor birds” “why then, alas, Do I put up that womanly defence, To say I have done no harm?” Works towards: Starting with this extract, explain how Shakespeare presents Lady Macduff

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quotes include: “We’re respectable citizens and not dangerous criminals” “I hate those hard-eyed dough-faced women.” “We’ve no proof it was the same photograph” “Everything’s all right now, Sheila. What about this ring?” Works towards: How does Priestley present Gerald’s character throughout the play?

A full landscape sheet of key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or given to students to help them write a practice essay on Juliet’s character.

Planned for the Dr Jekyll and Mr Hyde text at GCSE level. Slides are included for themes of good and evil, science, duality, appearances vs reality. Quote recall tasks included for students to learn and complete quotes, as well as themes given so they can link them to essay questions. Three slides included for students to practise essay planning, as well as a mock question. Key vocabulary, terminology, and paragraph structuring is included, as well as opportunities for students to mark and improve their own work.

A top band, Grade 9 essay on the question of: How does Shakespeare present the relationship between Macbeth and Lady Macbeth? Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included, as well as critical theories.

This assembly is aimed at higher secondary school year groups (years 10-11), or sixth form students. Can also be used for form time. The slides cover the basics of saving money so they are ready to take on their first jobs or the first steps in their savings journey. The information is provided as a starting point and is in no way exhaustive: hopefully, a conversation can be started with students and the assembly can be adapted to their specific circumstances.

This assembly is aimed at higher secondary school year groups (years 10-11), or sixth form students. Can also be used for form time. A focus is placed on female investment and why being aware of money is so important for young girls The slides cover the basics of financial education so they are ready to take on their first jobs or the first steps in their savings journey. The information is provided as a starting point and is in no way exhaustive: hopefully, a conversation can be started with students and the assembly can be adapted to their specific circumstances.

This assembly is aimed at higher secondary school year groups (years 10-11), or sixth form students. Can also be used for form time. The slides cover the basics of financial education so they are ready to take on their first jobs or the first steps in their savings journey. The information is provided as a starting point and is in no way exhaustive: hopefully, a conversation can be started with students and the assembly can be adapted to their specific circumstances.