Resource to support exam revision for new specification AQA Power and conflict. Resource guides students through comparing Kamikaze and Poppies Included: - mark scheme wording to help students - a sample comparison paragraph - tasks to help students identify similarities and differences

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

Lessons that guide students through the process of writing a comparison between Exposure and Extract from the Prelude as well as Exposure and Storm on the Island. Students are encouraged to think about a thesis - a central argument that will run throughout their essay. What do we learn about the power in Exposure? What is the big idea? Once students have this they are encouraged to unpick a quotation and explore how the words/devices used corroborate their thesis before writing their first paragraph. Once complete, students apply the same process to the second poem by considering how the power has been presented and using evidence effectively.

A presentation containing several strategies to get students planning their responses before they start writing. Also included are some templates and resources to help students form an effective plan and then enable them to move on to structuring a cohesive and structured response to the question. Also included are resources and strategies to encourage students to spend time editing and re-drafting their responses. Resources included: Narrative writing planning template Non fiction writing planning template Structure strips Sample writing questions presentation containing many possible strategies Editing resources

Ideal for year 7 or year 8. Five lessons to develop the AQA new specification paper 2 skills for question 1 and question 2 using the AQA KS3 papers. Also ideal for low ability KS4 - true or false task - summarise the differences Resources provide opportunity to: - explore non fiction texts - select and retrieve explicit information - develop inference skills - write summaries of differences between modern and 19th century non fiction texts Differentiation: purple = lower blue = middle yellow = higher Texts included: - PGL leaflet - Edinburgh zoo web page - Light water valley leaflet - 19th century extract from The watercress girl - Modern non fiction text - Living dolls - Modern and 19th century text about street music

Four fully differentiated (by colour) lessons that cover chapters 9 of Jekyll and Hyde and meet 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 These resources cover the following areas of the novel in chapter 1: - Context - Analysis development and practice - Teacher, self and peer assessment opportunities - Character and theme presentation

Two fully differentiated (by colour) lessons that cover chapters 1 of Jekyll and Hyde and meet 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

This bundle includes a medium term plan (scheme of work) written in line with new specification AQA literature 9-1. The medium term plan also signposts homework tasks and opportunities to embed skills needed for the language papers. I have also included GCSE exam questions that have been written for An Inspector Calls that can be used to assess the literature component but also the language writing assessment objectives. GCSE assessment questions that are included: 1. Inspector Calls character question 2. Inspector Calls theme question 3. Inspector Calls imaginative writing question (language exam skills) 4. Inspector Calls Non fiction and literary non fiction question (lang) 5. Inspector Calls transactional writing question (lang) Three revision power points also included. Also available as separate bundles are: - Fully differentiated resources to support this MTP - Revision activities to embed character, theme and context understanding

Two fully differentiated (by colour) lessons that cover chapter 10 of Jekyll and Hyde and meet 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

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

2 fully differentiated and meticulously planned lessons to explicitly teach AQA English language paper 2 question 2. The lessons start from scratch and provide opportunities for teachers to assess student ability and work out where their areas for development are. Students can then be pointed in the direction of a particular task that will help to plug the gaps in their understanding and climb the mark scheme. Lesson 1 focusses on inference and making connections between texts. Lesson 2 focusses on the synthesis of texts - writing a summary of differences Texts used: 1. Mail online article about a spoilt child 2. 19th century extract from 'Walks in and around London' Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - read 2 texts - synthesise - make connections - identify differences - make inferences - use the mark scheme - self and peer assess - work on target grade specific tasks

These fully differentiated resources aim to build skills in descriptive writing for KS3 in preparation for the new GCSE specification 9-1. These resources are ready to go with extracts provided. Simply download and teach. Differentiation by colour: purple = lower ability blue = middle ability yellow = higher ability These resource use extracts from 'The road' 'Noughts and crosses' 'Frankenstein' and 'Jurassic Park' as a stimulus for descriptive writing. These resources provide opportunities to: - Identify descriptive writing in extracts - develop first person narratives - develop mysterious characters - use the 5 senses - identify and then use pathetic fallacy - show not tell

2 fully differentiated (by colour) lessons to support the teaching of synthesis (writing a summary of differences) Differentiation: purple = lower blue = middle yellow = higher Resources use modern and 19th century non fiction texts on prisons and tattoos to guide students in responding to the synthesis task on the new specification language paper. Texts included

Over 20 key quotations from Romeo and Juliet, each with an accompanying image. Perfect as a starter where students use the given quote and image to write an interpretation.

Three differentiated (by colour) lessons to support the teaching of Romeo and Juliet Act 3 scene 5. Sample assessment also included Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9-1 specification success criteria - explore the presentation of character and theme - use structure strips to elicit more focussed responses - use WHAT, HOW, WHY instead of PEE which can be too restrictive

A revision scheme of work on Jekyll and Hyde for the 9-1 English literature course. The scheme follows an extract booklet of 10 key extracts with lots of differentiated tasks for students to complete based on each one. The scheme allows students to revise the text and apply the necessary skills for the exam. Also included: structure strips sample exam questions extract booklet work sheets including tension graphs peer/self assessment sticker template

Five fully differentiated (by colour) lessons to support the teaching of Romeo and Juliet Act 2 scene 1 and scene 2. Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9-1 specification success criteria - explore imagery - explore presentation of character and theme - use structure strips to form better analytical responses - use 'what, how, why' instead of PEE which can be too restrictive