This unit prepares students for the AQA, GCSE, English Literature, Unseen Poetry Section. It includes poems by Thomas Hardy and Emily Dickinson, an analysis framework, exam question and model PEEL paragraphs. A practice question is also provided. The unit begins with ‘The Darkling Thrush’ by Thomas Hardy. Students complete a table about the features of the poem divided into Subject, Theme, Imagery, Language and Emotion. They then look at a typical question and compare their response to a model paragraph. Students then focus on the comparison with a poem by Emily Dickinson. Two model paragraphs are provided. A practice paper is included for students to practice these skills.

This unit helps students with the unseen poetry section of the GCSE, English Literature exam paper and contains a poem with comprehension questions along with a model, reading response paragraph. An acronym poster ‘STILE’ is included to provide a framework to respond to unseen poems. An additional winter, descriptive writing unit is included. The unseen poem booklet contains the poem, ‘Christmas at Sea’ and has a true/false section to help understand the content. This is followed by a variety of literal and analytical comprehension question. A final exam style question is provided along with an advanced level and differentiated PEEL paragraph. The STILE poster can be used to help students structure their response - it helps the explore the subject, theme, imagery and language used in the poem. A descriptive writing booklet based on a wintry scene is included as a follow up activity. This includes an adjectives and verbs list along with a picture prompt.

This Christmas Quiz is aimed at GCSE, English Literature students studying the novella, A Christmas Carol. It includes a Key Quotation Quiz, A general A Christmas Carol Quiz and an additional word search. The key quotation quiz involves identifying the person who said the quotation in each stave of the novella. The student has to achieve five in a row, one from each Stave, to achieve redemption. A board and tokens is provided. The general quiz includes easy - medium -difficult questions. The first to collect 15 marks wins. There are a variety of question types such as true - false, multiple choice and gap fill. An additional key themes word search is provided. All quizzes have answers provided.

This comprehensive resource focuses on the theme of fear in A Christmas Carol, particularly through the Ghost of Christmas Yet to Come in Stave 4. It provides an analytical, GCSE, English Literature essay designed to demonstrate high-level critical thinking and essay structure, alongside a simplified version for differentiation. Additionally, a storyboard summary task with a picture prompt is included, engaging students in visualizing the key moments of Stave 4 while reinforcing their understanding of the ghost’s symbolic role. Key Features: Detailed Model Essay -Explores how Dickens conveys fear through imagery, symbolism, and Scrooge’s physical reactions in the extract. -Links the ghost’s portrayal to wider themes in the novella, such as societal critique and personal transformation. -Examines role of fear as a catalyst for change, both for Scrooge and Dickens’s Victorian readers. -Simplified Essay Version (Written in accessible language for students requiring additional support). Storyboard Summary Task Visual activity using picture prompts to help students summarize the key events of Stave 4. Encourages creativity while ensuring comprehension of critical moments, such as Scrooge’s reaction to the ghost and the depiction of his grave.

Engage your students with a comprehensive analysis of violence in Macbeth, designed to deepen their understanding of Shakespeare’s language, themes, and character development. It is an ideal resource to prepare students for the GCSE, English Literature, Macbeth question. Two model essays are provided about the portrayal of violence in the play: Version One: A straightforward, student-friendly essay that explores how Shakespeare presents violence in Act 1, Scene 2, and throughout the play. Perfect for mid-level students, this version emphasizes the basics of thesis development, PEEL structure, and integrating evidence. Version Two: A more advanced essay, ideal for higher-achieving students. It offers a nuanced thesis and detailed analysis of Shakespeare’s use of language, imagery, and themes, with connections to ambition, tyranny, and moral decay. Targeted questions on content, structure, language, and style to support critical thinking and essay-writing skills are included to analyse the relevant essay. The questions will encourage students to identify thesis statements, evaluate the use of evidence, and assess how the essays connect ideas from the extract to the wider play. A Picture Sequence Resource is also included focusing on Act 1, Scene 2. It contains a sequence of key images representing the battle scene and Macbeth’s heroic violence, designed to help visual learners. These images are accompanied with questions about the plot. Equip your students with the tools they need to master the theme of violence in Macbeth. Perfect for class activities, homework assignments, or revision sessions!

These resources offer an in-depth exploration of the settings in Macbeth, helping GCSE, English Literature teachers guide their students through the significance of the locations in the play. The resource includes a detailed map of Scotland, marking key locations such as Duncan’s Castle at Forres, Macbeth’s Castle at Inverness, the Heath, and Dunsinane Hill. Each location is linked to its thematic importance and the events that unfold there, providing a clear structure for classroom discussions and essay planning. Each location is carefully explained in terms of its thematic role in the play. For example, King Duncan’s Castle at Forres is presented as a symbol of legitimacy and order, while Macbeth’s Castle at Inverness is associated with deception and treachery. These descriptions allow students to connect the physical settings with the play’s broader themes, such as kingship, ambition, and fate. Key Moments & Themes: Each location is linked to important scenes and moments in the play, helping students understand how the settings are woven into the narrative structure. For instance, Macbeth’s Castle is tied to Duncan’s murder, while Dunsinane Hill is connected to Macbeth’s downfall and the fulfillment of the witches’ prophecy. Themes like ambition, power, fate, and deception are highlighted in relation to specific settings, providing students with clear context for their analyses. PEEL Paragraph Guide: Teachers can use the included PEEL paragraph structure to help students craft clear, focused responses about the significance of each location. The resource includes an example PEEL paragraph for Macbeth’s Castle at Inverness, demonstrating how to analyze a setting in terms of its symbolic meaning, character development, and thematic relevance. Comprehension Questions: Thought-provoking comprehension questions are provided for each location, designed to encourage critical thinking and guide students towards deeper insights into the play. These questions help students explore the symbolic meanings of each setting and link them to character motivations and thematic concerns. Battle Locations Summary: The resource includes a comparison of the opening and final battles, highlighting how the two settings symbolize the rise and fall of Macbeth’s power. Teachers can use this to discuss the cyclical nature of violence and the conflict between loyalty and ambition, reinforcing the significance of battle scenes within the play’s larger narrative. Teaching Benefits: Engagement with Themes: Teachers can use the settings to engage students with the complex themes of Macbeth, making it easier for them to connect literary elements like setting with character development and plot progression.

This resource is designed for GCSE English Literature teachers looking to deepen their students’ understanding of key themes, character development, and dramatic techniques in J.B. Priestley’s An Inspector Calls, particularly focusing on the themes of responsibility and generational conflict. It includes a comprehensive set of key vocabulary and phrases, a detailed essay analysing how Priestley explores these themes, and a range of discussion questions to encourage critical thinking and class debate. Key Features: Key Vocabulary and Phrases: A carefully curated list of essential terms, such as “responsibility,” “generational conflict,” and “moral failings,” alongside character traits and literary devices. These will help students grasp important concepts and enhance their analytical skills. Detailed Essay: A model essay exploring how An Inspector Calls critiques generational attitudes to responsibility, focusing on the contrasting perspectives of the older and younger characters. The essay discusses the dramatic techniques Priestley employs, including dramatic irony, foreshadowing, and cyclical structure, as well as the symbolic use of characters like Mr Birling, Sheila, Eric, and Mrs Birling. Key Phrases from the Play: A selection of notable quotes from the play, offering insight into the themes of responsibility, societal change, and moral conflict. Each quote is accompanied by a discussion question to help students analyze the significance and implications of the dialogue. Discussion Questions: Thought-provoking questions exploring the generational divide in the play, helping students to critically engage with the text. These questions focus on character development, moral responsibility, and Priestley’s social critique, offering opportunities for deeper analysis and class discussions. Reflection on Relevance Today: An exploration of how the generational conflict in An Inspector Calls mirrors societal attitudes during Priestley’s time and its continued relevance in today’s world, prompting students to consider the ongoing importance of social responsibility and change. An additional resource is provided which focuses on understanding the key moment when The Inspector leaves. Students have to write in speech bubbles about what each character would say in their disagreement.

This A Christmas Carol resource is designed to help GCSE, English Literature teachers guide students in analyzing the theme of redemption in Charles Dickens’ novella. An extract from Stave Two is provided alongside the question: ‘How does Dickens present the theme of redemption in this extract and in the novella as a whole?’ This allows students to focus their analysis on specific text examples while linking back to the novella’s broader themes. Tailored for both classroom learning and independent study, the resource includes: Model Essay Response - A detailed and well-structured exemplar response that explores how Dickens presents redemption through vivid imagery, symbolism, and character development. The essay addresses the novella as a whole, focusing on the role of each Spirit in Scrooge’s transformation. Key Vocabulary and Analytical Phrases - A curated list of phrases such as “transformative power of redemption,” “motif of light as a symbol of enlightenment,” and “systemic inequalities of Victorian England.” This vocabulary aids students in developing high-quality responses. Storyboard summaries of Stave Two to provide visual and contextual support for the extract. Ideal for paired discussions and comprehension. Independent Extract Tasks - Another extract is provided to assess students’ understanding of text analysis and thematic understanding. This resource equips students with the tools to critically evaluate the text while ensuring they meet assessment objectives. Perfect for building analytical skills and boosting confidence for exam responses.

Enhance students understanding of Charles Dickens’ timeless novella A Christmas Carol with this comprehensive resource, focusing on the role of the supernatural. This study guide is designed to support GCSE, English Literature students in exploring key themes, character analysis, and Dickens’ use of vivid imagery and symbolism. Key Features: Extract and Question: Includes two questions and extracts. Model Answers and Phrases: Step-by-step guidance and exemplar responses help students develop insightful answers, using evaluative language and subject-specific terminology. A list of phrases taken from the model answer is provided for students to familiarise themselves with the language used in a literary essay. Themes and Symbolism: Detailed exploration of the supernatural elements in each stave, including the moral and societal messages conveyed by the ghosts. Critical Questions: Thought-provoking questions for every supernatural event in each stave, encouraging deeper engagement with the themes, such as social inequality, reflection, and transformation. This resource equips students with the skills to analyse Dickens’ narrative techniques and effectively address exam questions, making it an essential tool for GCSE success.

This GCSE, AQA, English Language, Practice Paper One also contains model responses to each question - Reading and Writing, so that you can help students understand a successful response. The reading extract is entitled The Barren Vineyard and presents a character called Silas who has a complex character. This extract will allow students to develop a more nuanced response to characterisation. After students have completed the exam paper, they can read the model answers, which contain successful features needed to write an effective response. For the writing, a picture prompt and story prompt are provided. The model responses demonstrate use of sensory detail and interesting sentence openers. An additional punctuation worksheet is provided to support students who struggle in this regard. The practice paper will help students develop their exam skills and confidence!

These booklets provide a scaffolded approach to teaching A Christmas Carol Stave One, with a focus on making the material accessible and engaging for ESL and SEN students. The resources include: Stave One Summary and PEEL Activities -A clear and simplified summary of Stave One, broken into manageable sections. -Sentence openers to support students in constructing their understanding of the text. -A selection of key quotations for sequencing and comprehension activities. -Guided PEEL (Point, Evidence, Explanation, Link) paragraph writing exercises, with examples and prompts to help students analyze Scrooge’s character effectively. Picture Prompts and Visual Descriptions -Illustrated scenes and character images from Stave One, designed to promote visual learning. -Activities include labeling, descriptive sentence writing, and imaginative responses based on the pictures, encouraging creative engagement with the text. Character and Scene Analysis with Questions* -Focused questions on key figures like Scrooge, Bob Cratchit, Fred, and Marley to develop comprehension and empathy. -Students are guided to describe appearances, feelings, and relationships, enabling a deeper connection to the story. Why This Resource? For ESL Students: The structured activities, visual aids, and simplified language make the material approachable for learners with varying levels of English proficiency. For SEN Students: The focus on visual and structured learning supports comprehension and engagement.

These booklets on A Christmas Carol provide a versatile, dyslexia-friendly resource set, tailored to support GCSE, English Literature teachers in engaging diverse learners effectively. Based on the theme of ‘The Spirit of Christmas’, there is a model essay, key quotations section and word list using key vocabulary from the essay Spelling and Vocabulary Guide: This booklet uses a color-coded method to help dyslexic students remember and spell key vocabulary. Each word relevant to The Spirit of Christmas, taken from the model essay, is divided into syllables and students are required to write each syllable in a different colour, enhancing visual memory and recall. This is particularly beneficial for students who struggle with traditional spelling approaches, as it leverages visual strengths and helps them build confidence with challenging terms related to the text. Key Quotations Explained: Quotations related to the theme of ‘The Spirit of Christmas’ are provided along with an explanation of each one. PEEL Essay Model and Vocabulary Activity: This booklet offers a PEEL (Point, Evidence, Explanation, Link) essay scaffold focused on The Spirit of Christmas. By breaking down essay construction, students can learn to analyze the text methodically, improving their critical thinking and reading response skills. A vocabulary activity reinforces key vocabulary, ensuring students grasp essential terms related to the theme. Each booklet integrates unique tools and structured exercises to cater to students with varying needs, from vocabulary building to critical analysis. This set is perfect for GCSE English Literature teachers aiming to make A Christmas Carol accessible, memorable, and engaging for all students.

This unit includes three unique booklets tailored for dyslexic students who are studying An Inspector Calls for GCSE, specifically focusing on the character of Eric. Each booklet integrates visual learning techniques and structured paragraph frameworks to support reading comprehension, spelling, and critical writing. Here is an outline of what each booklet offers: Colour-Code Booklet Focused on Eric, this booklet uses color-coding to help dyslexic students with spelling and memorization. Each key adjective, describing Eric’s complex character traits (e.g.,arrogant, charming), is colour-coded by syllable or spelling pattern, enhancing students’ recall through visual association. Activities include reading and rewriting each word using colours, reinforcing spelling and comprehension skills. Students fill in missing adjectives to complete sentences, solidifying their vocabulary and understanding of Eric’s character. Designed to improve memory through repetition, this booklet strengthens both comprehension and spelling retention. PEEL Paragraph Writing Guide This guide emphasizes the PEEL (Point, Evidence, Explanation, Link) structure to help students articulate the characterisation of Eric throughout An Inspector Calls. Example paragraphs and sentence starters are provided to model how Eric displays changing behaviour. This format supports dyslexic students in structuring their responses effectively, offering a clear, repeatable method for GCSE-level analysis. Reading Activity Extract Booklet This reading booklet complements the PEEL paragraph activity by providing key extracts in the play. Students have to read the extracts and complete a quiz. These booklets, used together, provide a comprehensive toolkit that builds memory, supports structured writing, and enhances understanding of character analysis, making them invaluable resources for teachers of dyslexic GCSE students.

These booklets support GCSE, English Language teachers in delivering sessions on how to write PEEL paragraphs for the GCSE, English Language Exam: Fiction. It can be used for all English Language exam boards. There are two booklets - content detailed below. *Responding to Conflict in GCSE, Fictional Texts * This booklet provides GCSE English Language teachers with a structured resource for teaching students how to analyze and respond to conflict in fictional texts. Through carefully crafted short extracts, students are introduced to the PEEL (Point, Evidence, Explanation, Link) method, enabling them to develop clear, focused, and detailed responses to exam-style questions. The booklet includes: Three short fictional extracts showcasing different types of conflict: sibling arguments, teacher-student confrontations, and relationship disagreements. Exam-style questions designed to guide students in identifying and analyzing language techniques. Model PEEL responses for each extract, providing clear examples of how to structure answers effectively. Extension exercises encouraging deeper engagement with themes of conflict, tension, and emotional dynamics. This resource is perfect for teachers looking to improve students’ ability to interpret language, explore character relationships, and construct coherent analytical paragraphs. Exploring Psychological Narratives with PEEL This booklet focuses on developing students’ analytical writing skills through psychological narratives. Designed to engage students with complex emotional and mental themes, it includes extracts and exercises aligned with GCSE English Language exam criteria. Key features include: Short, rich extracts that explore anxiety, unease, and suspense, giving students an opportunity to analyze subtle language techniques. Exam-style comprehension questions targeting skills such as interpreting metaphor, personification, and sensory imagery. A model PEEL paragraph for each extract, showcasing how to structure responses to achieve higher marks. Step-by-step guidance on writing effective topic sentences, selecting precise evidence, and linking ideas back to the question. This booklet provides GCSE English Language teachers with a versatile tool to challenge students’ critical thinking and help them refine their analytical writing!

These resources are designed to support GCSE English Literature students in developing a deeper understanding of Shakespeare’s Macbeth, with a specific focus on Lady Macbeth’s character. Tailored for the classroom, these materials will help students of varying abilities analyze key extracts, refine their writing skills, and build confidence in essay responses. Booklets: Lady Macbeth Extract Workbook A comprehensive workbook focusing on pivotal extracts from Macbeth, analyzing Lady Macbeth’s complex character across the play. Includes contextual analysis, thematic discussions (e.g., guilt, ambition, and gender roles), and structured discussion questions to encourage critical thinking. PEEL Paragraph Writing Guide Step-by-step guidance for constructing analytical paragraphs using the PEEL framework (Point, Evidence, Explanation, Link). Features partially completed tasks to encourage active engagement and practice. Topics explore Lady Macbeth’s manipulation, ambition, and eventual downfall. Spelling and Vocabulary Activity Engaging activities to build vocabulary linked to Lady Macbeth’s character traits, such as “manipulative,” “tragic,” and “resilient.” Students identify syllables to reinforce understanding of complex words. Key Features: Aligned with GCSE assessment objectives to develop skills in AO1 (understanding), AO2 (language/structure analysis), and AO3 (context). Accessible for diverse learners, including those who benefit from scaffolded writing tasks and creative vocabulary exercises. Focused on improving essay writing by integrating textual evidence, analysis, and evaluative skills. Perfect for educators seeking ready-to-use resources that engage students while strengthening their critical and analytical responses to Shakespeare’s Macbeth. These tools support progress across multiple grade boundaries, helping students achieve their potential!

This unit includes three unique booklets tailored for dyslexic students who are studying An Inspector Calls for GCSE, specifically focusing on the character of Gerald. Each booklet integrates visual learning techniques and structured paragraph frameworks to support reading comprehension, spelling, and critical writing. Here is an outline of what each booklet offers: Colour-Code Booklet Focused on Gerald, this booklet uses color-coding to help dyslexic students with spelling and memorization. Each key adjective, describing Gerald’s complex character traits (e.g.,arrogant, charming), is color-coded by syllable or spelling pattern, enhancing students’ recall through visual association. Activities include reading and rewriting each word using colours, reinforcing spelling and comprehension skills. Students fill in missing adjectives to complete sentences, solidifying their vocabulary and understanding of Gerald’s character. Designed to improve memory through repetition, this booklet strengthens both comprehension and spelling retention. PEEL Paragraph Writing Guide This guide emphasizes the PEEL (Point, Evidence, Explanation, Link) structure to help students articulate the characterisation of Gerald throughout An Inspector Calls. Example paragraphs and sentence starters are provided to model how Gerald displays a capitalistic and arrogant mindset. This format supports dyslexic students in structuring their responses effectively, offering a clear, repeatable method for GCSE-level analysis. Reading Activity Extract Booklet This reading booklet complements the PEEL paragraph activity by providing key extracts in the play. Students have to read the extracts and complete a quiz. These booklets, used together, provide a comprehensive toolkit that builds memory, supports structured writing, and enhances understanding of character analysis, making them invaluable resources for teachers of dyslexic GCSE students.

This resource is a useful starter activity to explore the use of punctuation. Ten complex sentences are provided with punctuation errors and students have to identify the errors. The sentences include relative and embedded clauses, along with sentences that use conjunctions. Answers are provided along with a follow up picture prompt activity in which students have to write a paragraph using accurate punctuation. Suitable for Year 6 onwards.

This booklet is aimed to improve descriptive writing. In many 11 plus exams, there is a choice of creative writing tasks - one of these is a response to a picture. A picture of a train station is provided, along with a model response. Students are then guided through a number of exercises to help them read and comprehend the description. A list of words associated with trains is provided. Students have to write the syllables in different colours to aid memory. Dyslexic students struggle to read due to difficulty processing sounds. Often they have visual strengths which can be used to aid memory. This booklet utilises this strength by using a colour method to learn to spell and read words. To further enhance reading fluency, a list of phrases from the model text is provided and a timed activity in which students record the time taken to read the text, along with errors made. Prior to reading, students learn the different sentence openers that are used to write an engaging descriptive piece. Finally, students complete their own independent, writing task about another train station picture. This is a useful assessment to see how many successful features are used in their own writing. A further planning booklet and rubric for marking descriptive writing is provided.