The KS2 English Unit demonstrates how to use interesting sentence openers to write a successful narrative. It is also useful for KS3 and GCSE English students if they have not used the skills. For students with a Specific Learning Difficulty (SpLD), there is a reading and spelling activity based on key words in the text. Students use colours to aid memory. The reading section consists of model sentences beginning with a prepositional phrase, an ING verb and a ’ show not tell ’ opening. Finally, there is an assessment stage where students are required to use these sentence opener types. The unit has been used to successfuly support students who struggle to write narrative.

With a FREE model, GCSE essay based on Macbeth, Act 2, Scene 1, this is an invaluable resource for GCSE English Literature students and the extract question, in particular. The section contains a cloze/gap-fill activity with the key missing words colour-coded for students with reading or spelling difficulties. The gap-fill also provides an opportunity to discuss various aspects of the model essay. At the end of each section there is an independent essay question related to the model answer. This provides a chance to assess the students’ understanding of how to construct an English Literature essay. This model essay will provide instruction in how to write a GCSE ,extract based response and ensure progress!

This resource focuses on the GCSE (AQA), Reading Paper, Question 2 - Summary Writing. Based on the singer Rihanna, there are two texts which students need to summarise. To support dyslexic students, there is a key word list (colour coded) to support the reading and spelling of the key words. There is also a Venn Diagram, graphic organiser to help structure the response. At the end of the unit, there are two student responses to provide an idea of how to structure a response. The resource is beneficial for students who have reading difficulties, but need to prepare for the GCSE, reading paper.

This free lesson uses a football story to engage KS2 and KS3 students about persuasive writing. It is also suitable for lower ability SEN and ESL students at GCSE level. The story is about a footballer who adopts a pet dog. It outlines the benefits he receives from the relationship with his beloved pet. After a story there is a comprehension activity. Finally, there is a persuasive, writing activity about adopting a pet and a checklist for marking.

This graded, GCSE, English Language unit uses a story and a picture as a way to help students understand some of the consequences of heavy traffic. The student uses these prompts to write a persuasive article about have a no car zone near school. There are also two model letters, one formal and one informal, to show students how they could structure a GCSE writing task. The resource is also useful for KS3 and KS2 English students.

This Year 3 persuasive writing resource includes a key word spelling activity, a questionnaire, a model essay and plan. It is ideal to use as part of a KS2 writing lesson. The model essay is a response to a persuasive task in which the reader has to persuade a head teacher about the importance of having junk food on the school menu. There is also an innovative spelling activity to help dyslexic students and a plan to help students write their own response. This resource is an excellent way to show students how to plan and write a persuasive essay!

This GCSE, English Language, writing unit is based on an persuasive task about why they should choose a charity fund raiser. It contains a model answer, a spelling activity, a speaking and listening task and a grammar component. The unit has been successfully used to raise the attainment of students who struggle to move into the Grade 4 and 5 bracket. Once the student has completed the tasks there are two independent writing activities to assess the understanding of the components of GCSE, persuasive writing. It is ideal for SENCOs, teachers and English language coordinators. It offers excellent value and the unit should provide three to four lessons of content.

Aimed at GCSE, English Literature students, this unit on Stave Two ofA Christmas Carol offers a novel and engaging approach to developing critical thinking skills and deepening an understanding of this set text. Paper One, Question 4 of the AQA, English Language examination is designed to develop student’s ability to think critically about a fiction text. These type of questions are also an effective way to help students develop the critical thinking needed in the English Literature paper. This Literature unit utilises this type of question students can hone their English Language skills needed for Paper One, while simultaneously revising A Christmas Carol set text. Four extracts from Stave Two are provided. A critical thinking question follows each extract to which students need to write a response. Model Answers are also given. This novel approach ensures that students maximise their learning time for both English Language and Literature! A play version of Stave Two and extended drama activities are also provided to support students in familiarising themselves with this part of the novella. The unit will helps students develop their critical thinking skills required to succeed in GCSE, English Literature!

This comprehensive GCSE, AQA resource is designed to support students in developing a deep understanding of the key theme of inequality in An Inspector Calls, and explores characters and ideas related to this in An Inspector Calls. The resources provide structured guidance for students preparing for their English Literature exams, helping them to explore complex topics such as social inequality They are ideal for teachers and tutors looking for ready-to-use materials that enhance learning and engagement. The essay scaffolds are particularly valuable for structuring student responses. Using the PEEL (Point, Evidence, Explanation, Link) framework, students are guided step by step on how to write cohesive and insightful essays. This method ensures that they engage effectively with the text, using key quotes and analysis to demonstrate their understanding of how Priestley presents important themes, such as exploitation and selfishness. Key extracts are also provided with contextual information that students can refer to. The model essay provides additional support, offering a clear example of a high-quality essay response. The essays showcases the expected standards for GCSE (AQA). These resources not only prepare students for exam success but also encourage them to think critically about inequality and its pervasiveness in society. By using these resources, students will develop a thorough grasp of the play’s themes, improve their essay-writing skills, and gain confidence in analyzing literature through a social and moral lens. Tes paid licence

Aimed at GCSE, English Literature students, this unit on Chapter 2 of Dr Jekyll and Mr Hyde offers a novel and engaging approach to developing critical thinking skills and deepening an understanding of this set text. Paper One, Question 4 of the AQA, English Language examination is designed to develop student’s ability to think critically about a fiction text. These questions are an effective way to help students develop the critical thinking needed in the English Literature paper. This Literature unit utilises this type of question students can hone their English Language skills needed for Paper One, while simultaneously revising the Jekyll and Hyde set text. Four extracts from Chapter Two are provided with discussion prompts. A critical thinking question follows each extract to which students need to write a response. Model Answers are also provided. This novel approach ensures that students maximise their learning time for both English Language and Literature! A play version of Chapter Two and extended drama activities are also provided to support students in familiarising themselves with the chapter. The unit will helps students develop their critical thinking skills required to succeed in GCSE, English Literature!

This comprehensive resource on Chapter One is designed to help GCSE English Literature teachers guide students through the key themes, characters, and plot of The Strange Case of Dr. Jekyll and Mr. Hyde - Chapter One using drama and discussion activities. It is particularly suited to students who find reading challenging. What’s Included: Speaking and Listening Tasks: Students explore essential themes like duality, reputation, and social responsibility through targeted speaking and listening questions. These activities encourage discussion, helping students to articulate their thoughts on Victorian values, morality, and the nature of evil as portrayed in Jekyll and Hyde. Drama Activities and Play-Script: A play-script based on Chapter 1, The Story of the Door, allows students to perform key scenes. This hands-on approach deepens their understanding of the novella by actively engaging with the characters and narrative. Role-playing the interactions between Mr. Utterson, Mr. Hyde, and Mr. Enfield provides insight into the novel’s tension and atmosphere. Character Analysis and Themes: Through activities like tableau, role on the wall, and conscience alley, students explore characters’ psychological depth and internal conflicts, while also reflecting on important themes such as secrecy, urban isolation, and morality. Monologue Writing and Performance: Students write internal monologues from the perspectives of major characters like Mr. Utterson, Mr. Enfield, or Mr. Hyde. This writing exercise encourages students to delve into character motivations, moral dilemmas, and thematic concerns, followed by a performance to bring these reflections to life. Glossary and Key Vocabulary: A glossary of challenging words from the text ensures that students can engage with the language and understand the novella’s more complex vocabulary, facilitating deeper comprehension. A reading activity is included to improve fluency and pronunciation when reading passages from Chapter One. Learning Outcomes: Deep Understanding of Themes: Students will develop a nuanced understanding of the novel’s themes, such as duality, reputation, and evil. Character Insight: Through drama and monologue writing, students will gain a deeper emotional and intellectual connection to the characters. Speaking, Listening, and Writing Skills: These activities promote critical thinking, discussion, and extended writing, preparing students for GCSE exam success. This resource offers an interactive and creative way for students to explore Jekyll and Hyde, making complex themes and characters accessible through drama and collaborative learning.

ESL and SEN students often struggle with the language of maths. This language based unit helps students with additional needs access the topic of fractions. It contains a colourful and enlarged vocabulary list to help students read and spell fraction related vocabulary. There is a crossword to help consolidate the information. There are two discussion sections. One has picture prompts to help students understand fractions and the other a series of questions to deepen understanding. There is a fraction poem for students to further learn about this fundamental topic. A matching activity also helps students read and understand key concepts such as equivalent fractions, part to whole and simplifying. Ideal for ESL and SEN teachers, the unit is an effective way to help students access the topic of fractions.

This unit focuses on Extract From The Prelude , William Wordsworth, from the Power and Conflict Anthology (AQA). It is tailored for students who struggle with reading comprehension, including numerous language activities to aid understanding. The booklet consist of a pre-reading activity to connect to the concepts and events in the poem. This is followed with numerous activities, a true/false, sequence quiz, multiple choice comprehension and a PEEL writing task. A glossary is provided to help students understand difficult words in the poem. A lesson plan is also provided. The booklet provides invaluable support for students wit additional needs or who need support to write about this key poem.

Aimed at students who struggle to write GCSE, English Literature essays, this short unit provides an essay scaffold and model essay on the importance of setting in Dr Jekyll and Mr Hyde. An essay prompt and extract, taken from Chapter Eight, is provided which focuses on a description of Victorian London. The question requires comparison with the wider novella. To support students with this task, an essay scaffold is included. It provides paragraph and sentence openers to help structure their ideas and analysis. After writing their own response, students read a model essay based on this scaffold. They can compare their own work with this piece of writing. To assist with vocabulary, students can use an adjective sheet to write sentences about Victorian London. The resource is invaluable in demonstrating the features of a successful essay and will give them the confidence to write their own response!

This GCSE, A Christmas Carol contains an extended extract taken from the moment Scrooge meets the Ghost of Christmas Past. Numerous comprehension activities support an understanding of the text to help students with additional needs. The booklet begins with a ‘connect’ activity with questions that help students make links to the content of the extract from their own experience. A listening section is provided in which the students fill in missing words from the extract as they hear it being read. After reading the extract, there are a variety of comprehension activities and quizzes to support understanding. The booklet ends with a typical GCSE English literature question about suspense along with a PEEL paragraph example. An additional booklet contains a summary of Stave 2 activity and quotation work. The booklet is ideal in support students with additional needs to understand Stave 2 of the novella!

This GCSE, AQA, Non-Fiction resource provides two texts and language activities to support students with special educational needs or EAL. The first text - A Visit to Rome - is written in a humorous and informal style, presenting a more personal and candid experience of modern Rome. It contains the following activities: Vocabulary and Comprehension: Exercises include defining terms, filling in missing words, and answering true/false questions. Multiple Choice and PEEL Paragraph: Provides practice questions and a framework for students to analyze the author’s use of humor and descriptive language in their initial experience of Rome. The second text offers a formal, reverent portrayal of 19th-century Rome. and provides an opportunity for students to identify complex words, practice spelling, and analyse word choice. To aid comprehension, an ‘Analysis Table’ is provided. A comparison task is provided based on Question Four of Paper Two. Both booklets provide model paragraphs to demonstrate to students the skills needed to write a successful response. Together, these booklets offer structured exercises for vocabulary building, text analysis, and comparative writing skills, tailored for AQA, GCSE, English Language preparation. They are ideal for students with additional learning needs, providing support to access more complex language structures.

Aimed at students who struggle to write coherent reading response answers, this unit contains an extract, a 20 mark question, typically found on Paper One, a reading response scaffold and a model answer. The sample text is based on a problematic relationship between a mother and her daughter, followed by a typical question four prompt about who the reader feels sympathy for - the mother or daughter. This question is very challenging for students with additional needs. The scaffold will help students structure a response and learn the way to begin sentences and analyse phrases. A model response based on the scaffold follows. Students can discuss the successful features of an essay. The unit also contains a glossary of evaluative words used in the model response with examples in use. These resources will help students with additional needs respond to Paper 1, Question 4!

This unit is designed for GCSE, English Literature - Macbeth. It focuses on Act 1, Scene 2 and engages students who struggle with the content and language. There is a Macbeth, rap poem to summarise the plot, as well as a modern gangster version of the scene. The genre of a gangster scene has been successful in engaging reluctant students! After they read the modern version there are multiple choice quizzes to help students summarise the plot of the scene and understand the main characters. The second resource contains a key quotation, colouring activity to aid memory and the original version with comic book style illustrations. The second resources finishes with a comic strip of the Macbeth soliloquy. Students are required to write down what he said. Full of engaging images and content, the unit is an excellent way to engage SEN and ESL students and help them understand Act 2, Scene 1!

This unit is designed for GCSE, English Literature - Macbeth. It focuses on Act 1, Scene 2 and engages students who struggle with the content and language. There is a Macbeth, rap poem to summarise the plot, as well as a modern gangster version of the scene. The genre of a gangster scene has been successful in engaging reluctant students! After they read the modern version there are multiple choice quizzes to help students summarise the plot of the scene and understand the main characters. The second resource contains a key quotation, colouring activity to aid memory and the original version with comic book style illustrations. The second resources finishes with a comic strip of the sergeant approaching King Duncan. Students are required to write down what he said. Full of engaging images and content, the unit is an excellent way to engage SEN and ESL students and help them understand Act 1, Scene 2!

Metaphors in Shakespeare’s texts can be difficult for students to understand. This unit explains some of the key metaphors used in Macbeth and prepares students for their GCSE, English Literature exam. The unit includes a booklet to explain the key metaphors in depth and provides context to the quotations. To help students with additional needs, vocabulary lists are provided. The student can use these to identify meaning, and learn how to read/spell them. There is a key quotation list provided separately. Students can use this to learn them by rote. Finally, there is an assessment section using a short extract that includes one of the metaphors. This is accompanied with a marking rubric and sample answer.