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. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 3.

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. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 10.

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. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from stave 3.

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. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from stave 3.

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. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from stave 1.

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 1 scene 5 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 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.

2 lessons to support the teaching of the context of Macbeth before reading the play Includes: - Shakespeare facts activity - imaginative writing - group work carousel opportunity

A persuasive writing placemat resource for students to use alongside persuasive writing. The mat is based around a task that students completed whereby they wrote a letter to the producers of pimp my ride persuading them to help a friend whose car is in need of desperate attention. The mat covers: - persuasive devices - image stimuli - letter structure prompt - A model persuasive paragraph using the devices - A note pad section for students to develop SPAG - connective prompts - success criteria

A placemat designed for lower ability students to refer to on their desks throughout their study of the history of language. The placemat includes: - space for students to fill in their target and working at levels - key words - Geoffrey Chaucer's status updates - Brief contextual information relating to Chaucer - Brief summaries of a number of the Canterbury tales

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

Differentiates lessons to support the teaching of chapter 3 of 'Of mice and Men.' Differentiation: purple == lower blue = middle yellow = higher Resources provide opportunities to: - explore tension - explore characterisation - write analytically in line with the new specification 9-1 skills - analyse language - explore the theme of loneliness - read actively

A scheme of work for the AQA power and conflict poetry unit. The MTP signposts opportunities to make links to the other literature texts. The texts that are linked to are: Romeo and Juliet An Inspector Calls Opportunities to develop language paper skills are also signposted.

Resource to support the exploration of 'The Chimney Sweeper' by William Blake Differentiation: purple = lower blue = middle yellow = higher Students will begin to analyse the effects of poetic techniques and explore meaning, language, form and structure

2 differentiated (by colour) lessons to support the teaching of chapter 10 of Animal Farm for the new linear specification (9-1) Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context - explore character presentations - discuss interpretations

A medium term plan (scheme of work) for Of Mice and Men to be taught at KS3. This medium term plan signposts opportunities to embed skills for the new specification GCSE 9-1 skills. The scheme lasts 7 weeks and within each week is an assessment. Each week's assessment is either a literature or language paper based assessment.

This medium term plan covers Jekyll and Hyde for teaching at GCSE for the new 9-1 specification. In addition to embedding the skills for the literature GCSE examination, the scheme also prepares students for the language examinations by sign posting opportunities for developing English language reading and writing skills. All power points to accompany this scheme are also available and are meticulously planned and fully differentiated.

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.

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

Differentiated resources to support the teaching of chapter 5 and chapter 6 of 'Of Mice and Men.' Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - develop synthesis skills for language paper 2 - explore character and theme - write analytically