This lesson covers key content for the poem, highlighted key quotes with guided notes that students can use to easily analyse them as well as prepared ideas, 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: ““a huge peak, black and huge, / As if with voluntary power instinct, / Upreared its head.” “growing still in stature the grim shape / Towered up between me and the stars” "like a living thing, / Strode after me.” “Small circles glittering idly in the moon, / Until they melted all into one track / Of sparkling light.” Works towards: How is nature presented in 'The Prelude’? or Compare how nature is presented in 'The Prelude’ and one other poem.

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 extracts, 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. Quotes include: Methought I heard a voice cry ‘Sleep no more! Macbeth does murder sleep’, the innocent sleep To be thus is nothing; But to be safely thus.–Our fears in Banquo Stick deep The thane of Fife had a wife: where is she now?– What, will these hands ne’er be clean? Works towards: Starting with this extract, how is fear presented in the play? or How are Macbeth’s fears presented throughout the play?

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 is provided for: I fear thy nature; It is too full o’ the milk of human kindness That I may pour my spirits in thine ear Come, you spirits That tend on mortal thoughts, unsex me here Yet do I fear thy nature; It is too full o’ th’ milk of human kindness The raven himself is hoarse That croaks the fatal entrance of Duncan under my battlements

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 content for the poem, three carefuly chosen quotes with steps that students can use to easily analyse them as well as prepared notes, 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: “Well myself and somebody else and somebody else” “His blood-shadow stays on the street” “probably armed, possibly not” “One of my mates goes by and tosses his guts back into his body” “his bloody life in my bloody hands.” “he’s there on the ground, sort of inside out, pain itself“ Works towards: How does Simon Armitage present the effects of war in Remains and one other poem ?

GCSE AQA mark scheme focused. This lesson covers a poem by a British poet standard for the AQA style of poetry chosen.Examples of good quotes have been chosen with steps that students can use to easily analyse them. Language and Structure is covered, 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 is a second poem and question in case you have some extra time.

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.

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.

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.

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 was made to explain what financial advisers do, as part of the build up to work experience week. 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 getting girls into this field, too, as they are hugely underrepresented. The slides cover the basics of of the career so they are ready to learn more about it, or apply for work experience in these fields. 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 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.