With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit n the real 9-1 examinations and are phrased in the same ways too. This paper uses Remains as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. This paper uses London as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit n the real 9-1 examinations and are phrased in the same ways too. This paper uses Bayonet as the printed poem. The student responses can then be marked using the relevant mark scheme for Power and conflict poetry.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit n the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 2 scene 3 The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 4 scene 3 The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 3 scene 1 The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit n the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 2 scene 2. The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

Differentiated (by colour) resources to support the teaching of the ballad of Frankie and JOhnny. Differentiation: purple = lower blue = middle yellow = higher

A differentiated (by colour) lesson to support the teaching of the skills for English language question 1 on the new specification (9-1) paper 1. Students read an extract and then retrieve information and ideas from the text. The resource uses an extract from 'I'm, the king of the castle.' Extract included. Differentiation: purple = lower blue = middle ability yellow = higher ability

30 facts about Shakespeare and his plays. Cut them up and ask students to move around the room sharing information. A useful activity to get students thinking about Shakespeare ahead of studying a play.

2 fully differentiated (by colour) lessons that introduce the requirements of paper 1 to students and use 'Lullaby' by Elizabeth Burbridge to begin exploring fiction in readiness for the new specification examination. Differentiation: purple = lower blue = middle yellow = higher Resources cover the following: - requirements of the paper - outline of each question on the paper and how long to spend on it - identifying genre, content, characters, settings of Lullaby on first reading - Consider reader responses to the short story and form own - Consider ways that established writers attempt to maintain reader interest - Explore and analyse how Burbridge attempts to maintain reader interest in Lullaby

A lesson to support the comparison of 2 war poems in line with the new specification success criteria for 9-1.

2 fully differentiated (by colour) lessons to support the teaching of Invasion by Choman Hardi. Differentiation: purple = lower blue = middle yellow = higher

2 fully differentiated (by colour) lessons to support the teaching of the 'The Drum' by John Scott. Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities for students to develop skills for 9-1 poetry exam including language and structure analysis and context exploration.

Differentiated resources to support the teaching of the ballad of Charlotte Dymond.

2 differentiated lessons on the ballad of homeless Jack. Differentiation: purple = lower blue = middle yellow = higher

2 differentiated (by colour) lessons to support the teaching of the ballad of Hillsborough - based around the football disaster at the Hillsborough stadium. Differentiation: purple - lower blue - middle yellow - higher

A differentiated (by colour) lesson to support the teaching of comparison between Storm on the Island and Exposure from the AQA power and conflict anthology. Differentiation: purple = lower blue = middle yellow = higher

A differentiated (by colour) lesson to support the teaching of comparison between Storm on the island and extract from the Prelude. Differentiation: purple - lower blue = middle yellow - higher