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.

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)

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.

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.

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

The beginning of a grade 9 response - a great example of the criteria being met and broadening students’ vocabulary. Can be completed with any ability. The following tasks can be completed in pairs, as a class or independently. I completed this task after reading A1 and A2 with my set 6 class. The next step would be writing the first paragraph as a class, then pairs, then independently. This will be achieved as we read more of the play.

Exemplar creative writing piece for Language Paper 1 - part B.

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.

Question created for A Christmas Carol. Not past paper.

A practice paper one a question and extract that hasn’t come up yet.

An extract from Stave 3. Question on the importance of family. Differentiated. Suitable for all abilities.

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.

This resource contains practice exam questions for Language Paper 1 provides guidance to ensure they are focusing on the question and not writing about elsewhere or writing too much. Extension tasks are included to stretch and challenge their understanding of question 1 and even give them a chance to be creative.

A “fun” project for students to revise the plot of Macbeth. Tasks are differentiated with support, challenges and extension tasks. This encourages students’ independent learning on a very teacher-led topic.

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.

Lesson(s) exploring the poem ‘A Poison Tree’ by William Blake. Can be explored as part of the GCSE or A Level syllabus or as practice for Unseen Poetry. Includes pre-reading activities, exploration and analysis, prompts and plenaries.

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

Poetry comparison response and activities. Including exam question, poem and mark scheme (AQA).

This is a revision activity for animal farm which is topical and engaging for the students. It follows the latest television show ‘The Masked Singer’ where students are given hints which reveal the masked character such as key quotations, descriptions, allegorical links, Orwell’s views etc. Students can also ask for a hint which tells them a bit more about the character or their link to the text and context. The quotations and hints are more cryptic than the obvious to broaden students’ knowledge of the key characters and the text and thus allow them to make developed personal responses. Answers and teacher guidance in the notes of each slide.

This double-sided worksheet makes reference to the mark scheme for achieving higher grades and explains the skill of embedding evidence. The resource contains three activities: correcting answers, filling in the blanks, and skill practice answering questions. These tasks are clearly explained with supporting examples, challenges and extensions to meet all abilities. It is also differentiated by outcome and so can be used with all ages and abilities. This resource can be peer/self/teacher assessed. This worksheet was used as feedback from a DNA essay to intervene and develop this skill of embedding references and using subject terminology to develop answers.