A clear criteria which teachers/students can use to assess newspaper articles. Ensures that all areas of the mark scheme are covered. This resources encourages students to see more than one area they can improve on and encourages them to respond to feedback making revision resources and redrafting work.

Exemplar introductions and tasks encouraging students to identify the phrasing that meets the top of the Literature Mark Scheme of a conceptualised, well-structured and focused essay, planning the essay clearly laid out in the introductions, redrafting examples to their own idea/focus and writing their own. A Christmas Carol but can be used as examples for any Literature text.

This is a great revision resource for students or teachers to work through together, planning possible questions for DNA. This includes previous exam questions and possible questions relating to characters an themes.

This was an observed outstanding lesson and resources used to improve students’ comments on the effect of writer’s methods. Often, examiners and teachers report that students’ comments on the effect on the reader are too generic and do not demonstrate an understanding of writer’s methods. This lesson and resources helps students to identify the errors in responses, understand the purpose/effect of methods and practice writing developed and relevant explanations of the effects of writer’s methods. The final task also allows students to take on the role of the writer making language choices for a particular effect. The starter focuses on recall of the mark scheme (with a help sheet for support) to identify errors in examples with an extension task to redraft responses making the suggested improvements. The improved answers appear visually to the students in green and is a great opportunity for teachers to address misconceptions e.g. the difference between empathy and sympathy. The second task is a table (not an exhaustive list) of devices with examples (on a range of topics) where students practice writing the effect of writer’s methods, making sure they are relevant to the method and topic. There is an extension task to add devices to the list and come up with their own example with it’s purpose/effect. This is peer-assessed and an opportunity for AFL by asking students to raise their hand if they have 2 or more correct for example. If so, students can move to the next task. The final task is a timed writing task where students practice using devices for effect. The challenge is a slow-writing task to ensure students are conscious of every sentence they write and encourage students who rush work to slow down. This is self-assessed through the labeling of devices. Students can create their own target and green pen this action next lesson or for homework.

BREAKTHROUGH LESSONS! This lesson is easy to follow and understand with two different poems that are alike in exploring the viewpoint of a child. This lesson was created to ensure students feel confident answering unseen and understand that their interpretation is just as relevant as everyone else’s as long as they can support their answers. This is the main barrier to overcome when teaching unseen poetry. This lesson includes a memory quiz mainly focusing on subject terminology, the mark scheme broken down, how to approach an unseen and what to comment on, explorative questions to annotate each poem, two model paragraphs. This covers 3 lessons. Poems explored: ‘Climbing My Grandfather’ by Andrew Waterhouse ‘The Chimney Sweeper’ by William Blake (songs of innocence)

Ambitious vocabulary for students aiming for the highest levels. This resource provides students with a wide range of specific and high level vocabulary to meet the top of the assessment criteria. It challenges students to demonstrate their understanding of these terms by writing the meaning and using it in a an example answer. Students should then feel more confident and get used to using ambitious vocabulary and key terms in their written responses. Extension task encourages students to identify where these terms can apply to other Literature texts. Support is given in the form of examples and more challenging meanings completed for them.

Task encouraging students to note what theme they could link to these points about context - literary, society and Dickens’ life.

This is a lesson with additional lessons to continue the exploration of Percey Shelley’s ‘Love Philosophy’. The resource has annotated questions to allow the students to write their own annotations and interpretations but guided. This has the context, form, language and structure completely explored with the key information for students to recall highlighted.

This resource contains two grade 9 essays in response to the question: How does Kelly present the relationship between Phil and Leah?

This essay is a poetry comparison answering the question: Compare how poets present a sense of longing in ‘Love’s Philosophy’ and in one other poem from the ‘Love and Relationships’ [30 marks] AQA Mark scheme Love and Relationships cluster- full marks.

Encourage students to think more critically about the character Lady Macbeth. Resource: This resource has statements from critics, sharing different viewpoints on the character Lady Macbeth. In groups, students will explore moments in the play to support or challenge the point of view. Each section has a challenge and an extension task extending student responses. Lesson: Recall questions which are open ended enabling for greater discussion and developed responses. A kinesthetic task to encourage more critical judgements. This visual aid will be returned to at the end. *All of my students had changed their view about Lady Macbeth by the end of the lesson understanding her to be a more complex character than first believed. * Group task. Each group feeds back their ideas and findings with the rest of the class. Other groups add to their resource to complete the table of different viewpoints and perspectives. Students then write a conceptualised, critical, exploratory introduction to an essay on Lady Macbeth. This can develop to an essay. 2-3 lessons

This resources is a complete exploration of the context, from, language and structure of the poem ‘Sonnet 29- ‘I think of thee!’ by Elizabeth Barrett Browning. This contains the key terminology and multiple interpretations and readings of the poems’ form, language and structure. This covers a couple of lessons and so has starter activities testing students’ recall. The final slides consist of the key quotations that students should remember for the AQA Literature Paper 2 exam.

Each scene, summary, characters that appear in that scene, important quotations and relevant themes. Quotations in bold are those that you can write a lot about in terms of methods.

This workbook contains a range of activities on each scene in the play ‘Macbeth’ (28 scenes). The activities range from plot sorts, summaries, quotations, cloze activities, mind-maps, creative writing tasks, annotating an extract, character tables and many more!! This workbook once completed will be a revision resource covering plot, characters, themes, quotations and exam practice! This resource is already differentiated to make it accessible for all sets and created for self or peer-assessment. This resource can be used as a homework booklet, lockdown/self-isolation work, revision or class work. This is a scanned copy ready to print!

This workbook contains a** range of activities** to ensure students revise the plot, characters, themes, quotations and practice exam-style questions. There is a double-sided A4 worksheet on each scene in Macbeth (28). This can be completed as homework, revision, as part of class reading, or as lockdown work! I have used this with year 9-11 (GCSE) for both AQA and Edexcel exam boards. This is an already differentiated resource that does not require teacher marking. This can be peer or self-assessed. Students can complete the work in the workbook as there is space provided for answers, mind-maps, creative writing etc.