Resources to introduce KS2 and KS3 students to poetry forms. Students will explore the following forms: - haiku - limerick - shape - sonnet Students will explore the rules of these forms and form their own poetry. Group work opportunities.

5 differentiated (by colour) lessons to support the teaching of the skills for English language question 4 on the new specification (9-1) paper 1. Students read extracts taken from fiction and develop skills in evaluating effectiveness. The resource uses an extract from 'Transmission.' Extract included. Resources provide opportunities to: - explore how writer's structure texts - analyse the use of structure in engaging reader interest - use sample answers - use mark schemes Differentiation: purple = lower blue = middle ability yellow = higher ability

3 fully differentiated (by colour) lessons to support the teaching of chapter 2 of Animal Farm for the new linear specification (9-1) Several new specification language paper skills are also embedded. Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context - analyse writer's methods - language focus - explore character presentations - write imaginatively - develop skills for new specification language paper - use mark schemes - Develop evaluative skills for the language paper - Determine true statements in preparation for the language paper

15 key quotations from the power and conflict poetry collection, each with an accompanying image to help stduents remember them. Perfect as a starter where students use the given quote and image to write an interpretation and also perfect for learning key quotations.

Resources to prepare students for the spoken language endorsement on the new specification English GCSE course. The resource: - explains the requirements of the task - provides the marks scheme for students to determine what they need to do to achieve a pass, merit or distinction - contains 3 example speaking and listening presentations for students to mark in preparation for their own presentation

Resources to support the teaching of 'twisted' for lower ability. Homework project also included. Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - explore stage directions - understand and create monologues - explore characterisation - develop empathy skills - explore and create flash backs - create narratives - develop speaking and listening skills through role play - create tableau - explore the theme of bullying - analyse anti bullying posters and create own - write letters to an agony aunt - performs scenes

These documents outline what makes a student a HAP, MAP or LAP now that curriculum levels have been removed. HAP = High achieving pupil MAP = Middle achieving pupil LAP = low achieving pupil The documents outline the skills required (in both reading and writing) for each student in year 7 through to year 11 to be categorised as a HAP, MAP or LAP in English language. The skills are bullet pointed to allow ease of use for all department members. For KS4 this information is separated into both language and literature. For literature this is broken down even further so that teachers can determine whether students are a HAP, MAP or LAP in specific components of English such as: - poetry - 19th century literature - Shakespeare - modern novel These documents would be ideal for teachers to use when assessing student progress in specific components of their English studies be it language or literature. Once used, the student work can then be compared to their target in order to track progress.

Three differentiated (by colour) lessons that cover chapter 4 of Jekyll and Hyde and meet the requirements of the new GCSE 9-1 specification. Lessons are meticulously planned, fully differentiated and numbered for ease of use with activities included. Download and teach right away. All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able These resources cover the following areas of the novel in chapter 4: - Context - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation - interleaving: the weather for effect in the novella and in the power and conflict poetry

Fully differentiated (by colour) lesson that cover chapter 7 of Jekyll and Hyde and meets the requirements of the new GCSE 9-1 specification. All lessons are fully differentiated by colour Purple = lower ability Blue = middle ability Yellow = higher ability Red = most able

A glossary of over 60 English language terms with definitions. Useful for students when identifying language in texts and for revising language terms ahead of examinations.

Resources to support the exploration of research techniques. Over 70 power point slides and activities to support students through the process of conducting research. Resources will support students in doing the following: - explore the effectiveness of and create questionnaires - understand the difference between primary and secondary research - use the NRS website (secondary research) to investigate print media audiences - gather qualitative and quantitative data - explore mass and niche audiences - conduct audience research, market research and production research - research attitudes and preferences in TV - Use the BARB website (Secondary research) to investigate viewing figures - Gather research to gain data ahead of creating a new media product - present the results of research Differentiation by points. Tasks have a varying number of points attached. The higher the number of points: the more complex the task.

Three differentiated (by colour) lessons to support the teaching of the skills for English language question 2 on the new specification (9-1) paper 1. Students read extracts taken from fiction and develop skills in analysis the author's language. The resource uses an extract from 'I'm, the king of the castle' and 'Lullaby' Extracts included. Resources provide opportunities to: - develop inference of language - identify word classes and language techniques - use sample answers - use mark schemes Differentiation: purple = lower blue = middle ability yellow = higher ability

A well planned lesson that results in students writing a formal argument for a broadsheet newspaper. Students will consider a range of statements and determine whether they are for or against and will justify their opinions. Students will have an example argument modelled to them and will unpick the success criteria within the example. Students will then use this as a basis for their own argument.

A selection of structure strips that have been incredibly useful and rewarding. They have been used to help students to form better quality analytical paragraphs as well as improved transactional/non fiction writing. All of the strips can be edited and use the 'what, how, why' method as opposed to PEE which can be too restrictive Included in this bundle are structure strips for: - Romeo and Juliet - act 2 scene 2, act 1 scene 5, imagery - poetry comparison - non fiction writing - Animal Farm - theme of exploitation - AQA language paper 2 question 2 - AQA language paper 2 question 4 - AQA language paper 1 question 2 and paper 2 question 3 (language questions) - Of Mice and Men

3-4 differentiated lessons to introduce Of Mice and Men. Resources provide opportunities to: - explore the great depression including dust bowl - explore the roaring twenties - write imaginatively - upgrade sentences - Analyse language within the song/poem ‘Do-re-mi’ - use ‘what, how, why’ to form analytical paragraphs Differentiation: purple = lower blue = middle yellow = higher