Over 9 fully differentiated lessons (by colour) to support the analysis and creation of science fiction programmes and films. Lessons are ready to go and are numbered for ease of use. Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore Todorov's theory - explore Propp's theory - explore Bordwell's theory - explore the science fiction genre and sub genres - Analyse science fiction films and programmes - Create ideas for a new science fiction film - explore the 'what if' theory - explore science fiction audiences and pleasures - compare science fiction films - analyse media language - explore uses and gratifications - explore representation Resources use the following science fiction as a stimulus: - The Matrix - The Hunger Games - Jurassic World - The Maze Runner - Star Trek Assessment materials also included

Resources to support the teaching of Audio production originally planned for the BTEC course unit 4. Lessons provide opportunities for students to explore and analyse: - types of audio - music, speech, silence, noise etc. - why audio is used - create mood, ambience, rhythm, reinforce images, introduce era etc. YouTube link examples to help students understand different purposes. - the difference between pleonastic and contrapuntal audio - Acoustics in different locations including theatres, empty & full rooms, open spaces etc. - digital audio file formats - mps. dvd, AIFF etc. - mono and stereo - direct sound and reverberation - interior and exterior recording - record own audio using editing software - a range of microphone types including: lavalier, boundary, direct connected, parabolic, noise cancelling etc. - polar response in microphones

Over 10 fully differentiated (by colour) resources to support an introduction to Media studies for students beginning a course whether at GCSE, BTEC or A level. The lessons are ready to go and are numbered for ease of use and expose students to a wide range of Media from the outset. Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore connotation and denotation - explore camera angles and make inferences - analyse movie posters - analyse magazine covers - explore radio audiences - explore mass and niche audiences - explore demographics, geo-demographics and psychographics - conduct primary and secondary research - gather qualitative and quantitative data - create questionnaires - investigate media language and signs - explore representation - analyse own media consumption - investigate audience profiles for television - investigate newspaper audiences

Resources to support the teaching of speech writing. Resources provide opportunities to: - structure speeches using the 6 part structure - develop persuasive skills - write speeches on the theme of the increase in legal driving age - write speeches on the theme of TV talent shows Students will study speeches by the following people as a stimulus: - Winston Churchill - Elizabeth I - Earl spencer tribute to Diana - Barack Obama - George Bush - Martin Luther King - Nelson Mandella

These resources allow aspiring middle and senior leaders to track their progress in gaining evidence and experience in the following areas: - Leading in the community - Leading people - Leading strategically - Leading teaching and learning - Leading the organisation Each document lists the skill areas necessary to be a successful leader in each area listed above. Ideal for teachers who are working towards progressing to leadership and for interview preparation.

A series of lessons following the I do, we do, you do structure that guides students through how to write an academic response to the GCSE exam question on Power and conflict poetry. Students are guided through: how to tackle the question how to plan their response how to write an effective introduction how to structure an academic essay Three exam questions included for students to work on.

A series of lessons following the I do, we do, you do structure that guides students through how to write an academic response to the GCSE exam question on ‘An Inspector Calls.’ Students are guided through: how to tackle the question how to plan their response how to write an effective introduction how to structure an academic essay Three exam questions included for students to work on.

Power point resources to support the teaching of the following poems on the theme of conflict: 1. The Class Game 2. Parades End 3. Belfast Confetti 4. Our Sharpeville 5. Exposure 6. Catrin 7. Half Caste These resources are useful for preparing students for unseen poetry or as part of key stage 3 schemes of work. or as part of the teaching of conflict poetry clusters. All resources are fully differentiated by colour. (Purple = low ability, blue = mid ability, yellow = higher ability) There are 2 to 3 power point presentations per poem which cover context, language, form and structure and contain assessment opportunities. This is bundle one. There is 1 other bundle which covers the poems listed below. (15 poems in total) 1. Your Dad did what 2. Cousin Kate 3. Hitcher 4. The Drum 5. Conscientious Objector 6. Invasion 7. August 6 1945 9. Oh what is that sound

A six week activity book that could be used independently in class or for homework. Over the course of the six weeks students will work on strategies for effective writing which culminates in producing a piece of writing to argue in the final week. Each week’s work begins with a retention quiz. Students develop confidence in: Understanding and identifying the GAP Opening hooks Language devices for effect Punctuation Planning for writing

3 differentiated lessons tha explore: 1. Out of the blue by Simon Armitage 2. President Bush's speech to America following the 9/11 terror attacks Resources provide opportunities to: - develop a personal response to the poem - analyse language used in both texts - compare texts - explore the context of the 9/11 attacks on New York - compare the 2 perspectives of the writers Differentiation: purple = lower blue = middle yellow = higher

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

A resource to support students in linking their extract analysis to the novel as a whole and to context. The resource provides 2 extracts and models how students may link to these areas using one of the extracts.

3 fully differentiated (by colour) lessons to support the teaching of 19th century extract taken from Wuthering Heights. The focus of these lessons is childhood and students will consider the presentation of childhood in the 19th century. Students will explore: - differences between rich and poor 19th century children - language in the extract Extracts are taken from the AQA new specification 9-1, 19th century texts booklet and is included in this resource pack. Differentiation: purple = lower ability blue = middle ability yellow = higher ability

Power point resources to support the teaching of the following poems on the theme of conflict: 1. Your Dad did what 2. Cousin Kate 3. Hitcher 4. The Drum 5. Conscientious Objector 6. Invasion 7. August 6 1945 9. Oh what is that sound These resources are useful for preparing students for unseen poetry or as part of key stage 3 schemes of work. or as part of the teaching of conflict poetry clusters. All resources are fully differentiated by colour. (Purple = low ability, blue = mid ability, yellow = higher ability) There are 1-3 lessons per poem which cover context, language, form and structure and contain assessment opportunities. This is bundle one. There is 1 other bundle which covers the poems listed below. (15 poems in total) 1. The Class Game 2. Parades End 3. Belfast Confetti 4. Our Sharpeville 5. Exposure 6. Catrin 7. Half Caste

2 differentiated (by colour) lessons to support the teaching of 'The destruction of Sannacherib' by Lord Byron. Differentiation: purple = lower blue = middle yellow = higher Resources are planned in line with the new 9-1 specification and provide opportunities to: - explore context, language, structure and form

Resources to support the teaching and the creating of awareness of depression, stress and emotional health. Resources cover the following: - depression and triggers with case studies - emotional balance - Christopher Reeve case study - hassles and uplifts - signs of stress Assembly power point also included

Resources to get you started looking at talk radio. Lessons are numbered for ease of use. Resources provide opportunities to: - investigate target audience - investigate station formats (included in bundle) - explore brand identity through listening to the station and studying websites - Analyse LBC and 5 Live - investigate the regulatory body

Creative writing revision guide that would be useful as an ongoing homework project as students study creative writing.

Fully differentiated (by colour) resources to support the teaching of poetry on the theme of power to KS3 or GCSE. The poems make up 8 of the poems that need covering for the AQA 9-1 poetry component. These resources could equally be used for KS3 to prepare students for GCSE poetry if a different exam board is being used for GCSE. Resources cover context, language, form and structure. Poems covered: - Tissue - Emigree - Checkin out me history - London - Ozymandias - Extract from the Prelude - My last Duchess - Storm on the island Differentiation: purple = lower ability blue = middle ability yellow = higher ability

A CPD journal template. The idea behind this is to front load a term/half term with the relevant reading that will be the basis for CPD to allow staff to read and engage ahead of a CPD session. The reading included is based around the school priorities and ensures that CPD is research based. Space is provided for staff to reflect on each CPD session and prioritise their actions.