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

Rather than differentiation, many schools are thinking more in terms of scaffolding in the current climate. The attached documents include: a ppt used for CPD a guidance document containing a range of strategies that can be used to scaffold work for children.

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

Resources to help students understand the importance of friendship, respect and managing behaviour. Resources provide opportunities to: - role play scenarios - explore what makes us angry - explore friendships - understand personal space - understand the importance of praise

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

As many schools move in the direction of a knowledge based curriculum there has become a need in developing a more challenging and complex curriculum that builds effectively to ensure students grasp the key concepts in a given subject. This resource has been used in staff training and covers the following areas: Determining what it means to study each subject and why it is an important subject to study Ascertaining what is meant by a key concept Exploration of why students should be given the most important knowledge Determining the key concepts and sub concepts that make up a subject Mapping key concepts across a LTP Justifying and articulating how students encounter each concept/sub concept and how the complexity increases as they journey through the curriculum Exploration of the curriculum as the progression model All content is based on educational research and researchers have been referenced.

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

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

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.

A Walking talking mock that uses the AQA examiner feedback from summer 2023 to guide students through a process of planning and then writing answers/essays to the ‘Macbeth’ question. Power point (37 slides) and student work booklet included. This resource focuses on helping students to: • plan their response • consider the text chronologically • embed context rather than bolt it on at the end • consider how themes can be context rather than just Historical events • create thesis statements • consider the texts as a construct Exam questions used in this resource: Macbeth’s violence Model answers included. Additional exam question used: Macbeth and Banquo’s attitude towards the super natural.