Included are key terms, quotations and stage directions for each character, as well as where they place on the social hierarchy.

The resource covers the interaction between Walton and Victor in the 4th letter at the start of the novel. It aims to explore the idea of obsession and compulsion to ‘discover’ at the cost of everything. Langauge analysis included. Extract and question included. Model response included.

The resource gives students relevant and high level terminology (6-9) to use in responses. It covers the Birlings and Gerald, suported with quotations to use for analysis within the students response. Small model starter included. Question also included.

This resource is based on the student knowing the two poems and helps to build the ability to compare. The learning question at the bottom is answered in a model response which looks at both structural and language devices used in both poems. Tables are presented for both language and structure, which could support low ability students in ‘collecting’ evidence and analysis for comparison. Peer feedback WWW and EBI is included so that students can swap, read and grade a student’s work for improvement.

Thie resource is aimed at exploring the character of Sybil Birling and her dynamics within the Birling family and beyond. Quotations are provided, with analysis and explanation for Ao1 and A02. There are also contextual references for A03. A question is provided at the end with a success criteria and stretch challenge.

Power revision powerpoint showing key quotations and analysis of these for A02. Question provided at the end which will allow students to practise responsing to the exam questions.

The lesson explore the use of disrupted nature to symbolise an unnatural change to the natural order. This links with the chain of being, a belief that Kings were God’s chosen ones on earth, and usurping their crown through regicide would be reflected in the natural world to show God’s displeasure. The scene is analysed and the character of the od man is discussed in terms of his reliability to the audience. Two questions are posed at the end to allow for variety , as well as a writing structure to help student’s of varying abilities respond.

GCSE paper 2 literature An Inspector Calls Sybil Birling revision tool. Multiple quotations with analysis and commentary, with a supporting practise question and key vocabulary choices for making points in essays.

Supports development in creative writing ability for students at KS3 and KS4. This will take them through sentence types, sentence starters, language devices and planning for success. High level model response also provided.

Resource includes tasks to help students develop sentences into stronger,more effective descriptions through synonym development, use of similes, developing sentence starters, structure and planning guides. Easy explanation of the mark scheme- highlights what content and technical accuracy are actually focused on so that students are aware of how to get the best marks possible. Image and 2 model examples are included to support students: 1 model is analysed and students can discuss how it could be improved. The second model shows an improved version that uses the tasks on the Powerpoint.

Creative writing skills: a full lesson that guides students through each stage of describing an image (train wreck). Skills taught include varying sentence starting words, using list types, assessing a model paragraph, planning stages of the image to focus on, developing colour choices, extending metaphors and a success criteria for peer assessment and reflection.

This resource can be used at KS3 or KS4, even Ks5 if required. It will give the students the tools they need (even at low levels) to sustain a varied and considered piece of creative writing. There are lots of examples of each skill being taught and then a chance to put them all together at the end in timed conditions. The powerpoint covers: sensory descriptions. Varying sentence starters. Personification of nouns/abstract nouns. Clusters of short statements. Using a subordinate clause or the complex sentence. Planning. short sentences or mini paragraphs. Structure suggestions. Full model response that can be printed and evaluated for taught skills that make it an effective piece.

GCSE question 5 creative descriptive writing task. The powerpoint guides students through developing a range of sentence starters, colour choices, sentence structures for effect, list type, focal point planning and a full model response displaying all the skills learned in the lesson.

The resource features contextual background to the poem, as well as detailed identification of techniques used within it. Comments about structure are also included and a question to allow for student responses. Peer marking WWW and EBI’s suggested on last slide as well as plenary activity.

The resource allows students to reflect on a variety of quotations and interactions from Inspector Goole, including reflections on his initial staging by Priestley. There is contextual evidence to support AO3 and also a supporting model response and writing structure within the body of the powerpoint.

The powerpoint highlights the juxtaposition between Goole and Arthur Birling. It could be taught in class or set as homework as it was originally used for a ‘flipped learning’ task, where the students study it for homework and sit an exam style question upon arrival to class. There are quotations, comments on techniques, analytical observations and a suggested question for students to respond to.

This is a useful KS4 revision and discussion tool to use with year 11 pe-exam. Analysis and vocabulary, images to help recall.

The resource gives some context to the poet and his focus on the even of going over the top. It also points out some key terms that will allow the student to create a more sophisticated and thoughtful response. The poem is fully analysed for technique and meaning, as wwell as a question being provided and a model paragraph to the said question.

Quotation recall to begin- filling in the missing words. Developing ideas about the door and why Stevenson contrasts it against the surrounding neighborhood. Developing synonyms for fear as a way of exploring different types of fear in the novella. Pages that students can find presentations of fear. A short extract to produce a mini paragraph which will act as bullet point two, the wider novella. Key quotations for students to copy and full analysis with model and peer marking guide. Extract provided. Could stretch across 2-3 60 minute lessons depending on the groups strength.

The scheme offers an introduction to poetry at KS3. Full list of techniques provided and copies of the poems are included within the body of the powerpoint. The scheme covers: The Eagle- Tennnyson The falling leaves- Postgate-Cole Exposure (extract) Wilfred Owen The Fly - De la Mare Sonnet 73- Shakespeare Lucy- Wordsworth Nettles- Scannell Each poem is Fully expolored for language, technique and meanings. Fully annotated with questions and tasks for students to engage with. There is also an anthology with extra poems contained within that can be added or set as homework tasks…