CLASSICS - Imperial Image: Horace, Epodes 9Quick View
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CLASSICS - Imperial Image: Horace, Epodes 9

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This KS5 lesson is designed for OCR A Level Classical Civilisation: Imperial Image and introduces students to Horace’s Epodes 9, one of the prescribed literary sources for the unit. The lesson begins by establishing the historical context of the Battle of Actium, using a short YouTube video alongside further teacher-provided information on Octavian, Antony and Cleopatra. This gives students the contextual knowledge needed to understand Horace’s presentation of the victory and its importance to Octavian’s developing public image. As this is the first prescribed literary source students encounter, the analysis is deliberately more scaffolded. Teacher examples demonstrate how to approach individual sections of the poem and connect specific details to the wider themes of Imperial Image before students move into independent annotation and analysis. The focus is on developing students’ confidence in analysing prescribed sources, considering both Horace’s methods and the political context surrounding Actium. Students are expected to continue and complete their annotations in the following lesson, allowing sufficient time for detailed engagement with the source. This resource is suitable for Year 12 or Year 13 students beginning OCR Imperial Image and provides a supported introduction to the analytical approach they will use with later prescribed literary sources.
CLASSICS - Imperial Image: Horace, Odes 1.37 & Epodes 9Quick View
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CLASSICS - Imperial Image: Horace, Odes 1.37 & Epodes 9

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This KS5 resource is designed for OCR A Level Classical Civilisation: Imperial Image and develops students’ study of Horace by moving from Epodes 9 to Odes 1.37. The resource can be taught across one extended lesson or two lessons, depending on the depth of analysis and written work. Students begin by finishing their annotations of Epodes 9 before being introduced to relevant contextual information on Cleopatra and the Odes. They then independently analyse Odes 1.37, supported by examples of analysis that can be used afterwards to develop or refine their annotations. The lesson then moves into comparison, encouraging students to consider how Horace presents Actium, Cleopatra and Octavian’s victory across the two poems. This leads to the question: ‘To what extent does Horace present the victory differently in each text?’ Students use their annotations to plan and begin a comparative response. If taught across two lessons, the second lesson allows students to complete and refine their response, consolidating their understanding of both prescribed sources and developing their confidence in comparative analysis for Imperial Image.
CLASSICS - Imperial Image: Introduction to Visual Sources & Octavian/Caesar AureusQuick View
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CLASSICS - Imperial Image: Introduction to Visual Sources & Octavian/Caesar Aureus

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This KS5 lesson is designed for OCR A Level Classical Civilisation: Imperial Image and introduces students to the study of visual sources, establishing the key differences between analysing literary and material evidence. The lesson focuses on the aureus depicting the bare head of Octavian on the obverse and Julius Caesar wearing a laurel wreath on the reverse. Students are provided with information about the coin itself, its imagery and symbolism, alongside relevant historical context surrounding 43 BC and Octavian’s developing political position. The lesson also introduces students to how coins functioned as a form of communication and image-building in the Roman world. Students then broaden their contextual understanding by creating an informative poster on the Second Triumvirate, helping them connect the visual source to the political events and individuals surrounding Octavian’s rise to power. The lesson concludes with a short post-it note check-out task, allowing students to demonstrate what they have understood before leaving. This resource provides a structured introduction to visual source analysis while maintaining a student-led and task-driven approach.
CLASSICS - Imperial Image: Propertius, Elegies 3.11Quick View
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CLASSICS - Imperial Image: Propertius, Elegies 3.11

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This KS5 resource is designed for OCR A Level Classical Civilisation: Imperial Image and focuses on Propertius’ Elegies 3.11. Due to the amount of contextual and analytical work included, the resource can be taught across one extended lesson or two lessons. Students begin with a scaffolded analysis of a section of the poem, using guided questions before reviewing an example of developed analysis. Contextual material explores Roman expectations of masculinity and femininity and the presentation of Antony, with an opportunity for teachers to revisit the Battle of Actium before students independently analyse the remainder of the prescribed poem. Students investigate Propertius’ use of women from mythology and Roman history, initially questioning the significance of these figures before further explanation is provided. The lesson then moves into comparison, with students examining the different presentations of Cleopatra across the prescribed sources studied so far. The resource concludes with an exam-focused question drawing together students’ understanding of the poem and its presentation of Augustus, Antony and Cleopatra. Homework directs students to an online podcast to extend their understanding beyond the classroom. This is a substantial, student-led and task-driven resource, combining scaffolded teacher modelling with increasingly independent analysis and comparison as students become more confident working with the Imperial Image prescribed sources.
CLASSICS - Imperial Image: Propertius, Elegies 4.6Quick View
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CLASSICS - Imperial Image: Propertius, Elegies 4.6

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This KS5 lesson is designed for OCR A Level Classical Civilisation: Imperial Image and focuses on Propertius’ Elegies 4.6. The lesson begins by establishing relevant context for the source and exploring the significance of Apollo, particularly his connection to Augustus and the Battle of Actium. Students then move into independent analysis of the prescribed source. After approximately ten minutes, examples of analysis are provided to model the level of detail expected and help students develop their interpretations. Students then return to their own annotations, using the examples to refine and extend their analysis rather than simply copying teacher-led notes. The lesson concludes with a comparative task across three prescribed sources, asking: ‘How does the presentation of Cleopatra differ across Horace’s Epode 9, Horace’s Odes 1.37 and Propertius’ Elegies 3.11?’ This encourages students to make connections across the Imperial Image material and consider how different Augustan writers construct Cleopatra and the victory at Actium. The resource is deliberately student-led and task-driven, combining independent source analysis with targeted teacher modelling and comparative work to build confidence with the prescribed literary sources.
CLASSICS - Imperial Image: Ovid, Metamorphoses 15 – Caesar’s Deification & AugustusQuick View
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CLASSICS - Imperial Image: Ovid, Metamorphoses 15 – Caesar’s Deification & Augustus

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This KS5 lesson is designed for OCR A Level Classical Civilisation: Imperial Image and introduces students to the prescribed section of Ovid’s Metamorphoses Book 15, focusing on the deification of Julius Caesar and the presentation of Augustus. The lesson begins with contextual information on Ovid and the assassination of Julius Caesar, before revisiting the previously studied coin depicting Octavian and Caesar to reinforce the political importance of their relationship. Students then independently research the title Divi Filius (‘Son of a God’) before teacher-led contextual material develops its significance for Augustus’ public image and political authority. After a short introduction to the Metamorphoses and its wider narrative, students move into independent analysis of the prescribed passage. After approximately twenty minutes, students can share their findings before using a slide of example analysis to refine and extend their own annotations. The lesson concludes with the interpretative question: ‘Is this mythology, propaganda, or both?’ This encourages students to consider Ovid’s presentation of Caesar’s deification critically and question how far the passage contributes to the construction of Augustus’ imperial image.
CLASSICS - Imperial Image: Res Gestae Divi AugustiQuick View
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CLASSICS - Imperial Image: Res Gestae Divi Augusti

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This KS5 lesson is designed for OCR A Level Classical Civilisation: Imperial Image and focuses on the Res Gestae Divi Augusti, allowing students to examine how Augustus presents his own achievements and constructs his public image. The lesson begins with a short recap task before students work independently through the prescribed sections of the Res Gestae. As the source is substantial, much of the lesson is deliberately student-led, with students tracking key claims, achievements, values and aspects of Augustus’ self-presentation across the text. Students then compare Augustus’ own presentation with Ovid’s Metamorphoses. A series of comparative questions encourages them to consider similarities and differences between the two sources before responding to a broader exam-style question using evidence from both. For homework, students complete a creative ‘dating profile’ for Augustus, using their knowledge of the Res Gestae to decide how Augustus might choose to present himself, his achievements and his ideal qualities to a Roman audience.
CLASSICS - Imperial Image: Visual Propaganda – The Comet DenariusQuick View
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CLASSICS - Imperial Image: Visual Propaganda – The Comet Denarius

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This KS5 lesson is designed for OCR A Level Classical Civilisation: Imperial Image and focuses on the denarius depicting Augustus wearing an oak wreath on the obverse and an eight-rayed comet on the reverse, developing students’ understanding of visual propaganda and Augustus’ association with the deified Julius Caesar. The lesson begins with a recap of the previously studied aureus featuring Octavian and Julius Caesar, before revisiting how students should approach and analyse visual sources. Contextual information is then provided to support understanding of the denarius, its imagery and the significance of the comet in relation to Julius Caesar’s deification and Augustus’ Imperial Image. Students then compare the denarius with Ovid’s Metamorphoses, considering how a literary and visual source use Caesar’s deification differently. This leads to the comparative question: ‘Which source more effectively uses Julius Caesar’s deification to strengthen Augustus’ Imperial Image?’ The lesson concludes with a short formative assessment using a post-it note, requiring students to recall and explain key information about the coin before leaving. This resource combines visual source analysis, contextual knowledge and comparison across prescribed sources.
CLASSICS - INTRO (Aeneid & Imperial Image)Quick View
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CLASSICS - INTRO (Aeneid & Imperial Image)

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Classical Civilisation: World of the Hero & Imperial Image Introduction (OCR A Level) This KS5 lesson is designed for OCR A Level Classical Civilisation and serves as an introduction to the World of the Hero (Aeneid) and Imperial Image units. It provides students with an overview of the course before beginning the study of the text. The lesson introduces the structure of the year, outlining the key books from the Aeneid that will be studied alongside the literary, historical, and visual sources explored in the Imperial Image unit. Students are also introduced to Augustus, considering his significance to both areas of the course and how the two modules complement one another. Students are given the opportunity to explore the style of assessment by discussing past paper questions (not included in this resource), helping them understand the expectations of the course from the outset. The lesson concludes with a series of introductory tasks to familiarise students with the key ideas and themes they will encounter throughout the year. For homework, students are asked to read Book 1 of the Aeneid in preparation for the next lesson. This resource is suitable for Year 12 or Year 13 students beginning OCR A Level Classical Civilisation. It provides a clear introduction to the course while encouraging students to engage with the wider themes and expectations of the qualification from the very beginning.
CLASSICS - Aeneid Book 7Quick View
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CLASSICS - Aeneid Book 7

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Classical Civilisation: Virgil’s Aeneid Book 7 (OCR A Level) This KS5 resource is designed for OCR A Level Classical Civilisation and covers Book 7 of Virgil’s Aeneid across two lessons (or three, depending on the depth of analysis). Students are expected to have read the book before the lessons, allowing class time to focus on interpretation, discussion, and close textual analysis. The lessons begin by introducing Book 7 as the second half of the epic, considering how Virgil shifts the narrative from wandering to warfare. Students explore key moments including the symbolism of the sacred tree, the invocation of Erato, Anchises’ prophecy, and Latinus’ recognition of fate, discussing how these prepare both Aeneas and the reader for the conflict to come. Students then examine Juno’s intervention, analysing her role in driving the action forward before focusing on Allecto, the significance of the Bacchants, and Turnus’ response. The lessons encourage students to consider how Virgil presents divine influence, madness, and the inevitability of war. The final section explores the stag episode, the opening of the Gates of War, and the Catalogue of Italian Warriors, considering how these episodes contribute to the epic’s themes and its relationship with Homeric tradition. Throughout the lessons, students complete structured tasks supported by explanations provided on the PowerPoint or through teacher instruction, encouraging discussion and independent interpretation. This resource is suitable for Year 12 or Year 13 students studying OCR A Level Classical Civilisation. It is intentionally student-led, combining close textual analysis, thematic discussion, and exam-focused thinking while allowing teachers flexibility over the pace and depth of coverage.
CLASSICS - Aeneid Book 6Quick View
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CLASSICS - Aeneid Book 6

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Classical Civilisation: Virgil’s Aeneid Book 6 (OCR A Level) This KS5 resource is designed for OCR A Level Classical Civilisation and covers Book 6 of Virgil’s Aeneid across two lessons. Students are expected to have read the book before the lessons, allowing class time to focus on analysis, discussion, and essay skills. Lesson 1 focuses on the Underworld as a setting, exploring its significance within the epic and what it reveals about Roman values. Students analyse the key figures Aeneas encounters, considering each character’s purpose and how they contribute to his development and understanding of his destiny. The lesson concludes with an exam-style question, allowing students to apply their ideas in a structured response. Lesson 2 centres on Anchises’ speech, one of the most important passages in the epic. Students independently annotate the extract before discussing and refining their interpretations. They then complete a mock exam question (included with the resource), before peer assessing their responses using the attached mark criteria and making improvements based on feedback. This resource is suitable for Year 12 or Year 13 students studying OCR A Level Classical Civilisation. It is intentionally student-led, combining close textual analysis with structured essay practice and opportunities for reflection and improvement.
CLASSICS - Aeneid Book 4Quick View
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CLASSICS - Aeneid Book 4

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Classical Civilisation: Virgil’s Aeneid Book 4 (OCR A Level) This KS5 lesson is designed for OCR A Level Classical Civilisation and focuses on Book 4 of Virgil’s Aeneid. Students are expected to have read the book before the lesson, with a short recap at the beginning to consolidate the key events and characters. The lesson is built around the ‘Troy for Thought’ question: Do we sympathise with Dido? Students revisit this question throughout the lesson, using textual evidence to develop and challenge their interpretations. Students complete an in-depth analysis of Dido’s speech, exploring how Virgil presents her emotions and motivations. The lesson then introduces Fama, the personification of Rumour, considering her symbolic significance and the role she plays within the narrative. Students also analyse the presentation of Aeneas, before reviewing a teacher-modelled exemplar to demonstrate how evidence can be developed into a strong analytical response. The lesson concludes with students answering the central ‘Troy for Thought’ question, drawing together their ideas from across the lesson. An independent worksheet is included to consolidate learning, and students are set the task of reading Book 6 in preparation for the next lesson. This resource is suitable for Year 12 or Year 13 students studying OCR A Level Classical Civilisation. It is intentionally student-led, encouraging discussion, close analysis, and independent interpretation while developing confidence with essay-style responses.
CLASSICS - Aeneid Book 1Quick View
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CLASSICS - Aeneid Book 1

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Classical Civilisation: Virgil’s Aeneid Book 1 (OCR A Level) This KS5 lesson is designed for OCR A Level Classical Civilisation and focuses on Book 1 of Virgil’s Aeneid. Students are expected to have read the book before the lesson, allowing class time to focus on analysis rather than plot. The lesson begins with a short summary video to consolidate students’ understanding before introducing the wider purpose of the epic, including Virgil’s celebration of Rome and the rule of Augustus. Students then examine the opening lines of the poem, comparing Virgil’s opening with Homer’s to explore similarities, differences, and the conventions of epic poetry. Students are introduced to key literary terminology before completing a close analysis of a selected extract through guided questions. This is followed by an independent worksheet (included with the resource), allowing students to apply their understanding of language, themes, and epic techniques. The lesson concludes with a homework task to prepare students for the following lesson and continue developing their knowledge of the text. This resource is suitable for Year 12 or Year 13 students studying OCR A Level Classical Civilisation. It is designed to encourage independent analysis while providing structured support for students beginning their study of the Aeneid.
CLASSICS - Aeneid Book 2Quick View
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CLASSICS - Aeneid Book 2

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Classical Civilisation: Virgil’s Aeneid Book 2 (OCR A Level) This KS5 lesson is designed for OCR A Level Classical Civilisation and focuses on Book 2 of Virgil’s Aeneid. Students are expected to have read the book before the lesson, allowing lesson time to concentrate on analysis and interpretation. A short summary video is used at the start to recap the key events. The lesson is centred around the recurring ‘Troy for Thought’ question: Is Aeneas a warrior or a leader? Students revisit this question throughout the lesson, using evidence from the text to develop and refine their interpretations. Students explore symbolism within Book 2 before completing close analysis of two key extracts. The lesson then returns to the central question through Creusa’s speech, encouraging students to consider how Virgil presents Aeneas’ transition from warrior to leader and the responsibilities that shape his destiny. The lesson concludes with an independent worksheet (included with the resource), allowing students to consolidate their analysis before completing a short task in preparation for the next lesson. This resource is suitable for Year 12 or Year 13 students studying OCR A Level Classical Civilisation. It is deliberately student-led, encouraging discussion, close reading, and independent interpretation while preparing students for essay-based assessment.
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The Lovely Bones Complete Teaching Bundle (AQA KS5)Quick View
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The Lovely Bones Complete Teaching Bundle (AQA KS5)

£25.00Save 32%
16 Resources
This bundle contains a full sequence of lessons for AQA A Level English Literature and Language, covering The Lovely Bones from Chapter 1 through to the end of the novel, alongside contextual and revision materials. Individual lesson content is outlined in detail on the TES shop listings for each resource. The lessons are designed around a consistent approach: student-led analysis supported by purposeful teacher discussion. Rather than relying on lengthy PowerPoint exposition, students are expected to engage directly with the text through annotation, retrieval tasks, character tracking, thematic exploration, debate, planning activities, and exam-style writing. Teacher input is generally used to guide discussion, model analytical thinking, and provide exemplar responses after students have had opportunities to develop their own ideas. Most lessons combine two chapters at a time. Typically, the first chapter within a lesson focuses on the detailed exploration of a character, relationship, theme, or key event, while the second chapter moves towards exam preparation, essay planning, or extended writing practice. This structure allows students to build knowledge before applying it to assessment-style tasks. The bundle also includes a dedicated context lesson, revision-focused resources, and opportunities for students to engage with wider ideas such as narrative voice, symbolism, genre, grief, memory, family dynamics, and reader response. Throughout the scheme, emphasis is placed on developing AO1 and AO2, while integrating AO3 where relevant. Please note that Chapter 23 is not included as a standalone lesson. By this stage of the novel, students are expected to undertake a broader tracking activity, drawing together character arcs, themes, and significant moments from across the text. This omission does not leave a gap in content coverage, as the final stages of the novel are addressed through whole-text revision and synoptic tasks. This bundle is best suited to Year 12 or Year 13 students studying The Lovely Bones for AQA English Literature and Language. It is ideal for teachers looking for a structured, discussion-based scheme that prioritises independence, textual engagement, and exam preparation.
THE LOVELY BONES - CHAPTER 19 & 20Quick View
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THE LOVELY BONES - CHAPTER 19 & 20

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The Lovely Bones: Chapters 19–20 (AQA KS5) This KS5 lesson is designed for AQA A Level English Literature and Language and focuses on Chapters 19 and 20 of The Lovely Bones. The lesson combines character analysis with extended essay practice, helping students develop stronger AO application and exam technique. The first section of the lesson focuses on Abigail, with the central question: “Is Abigail presented as selfish, or as a victim of grief?” Students explore her behaviour across the novel, using evidence from the chapters to develop their own interpretations. The lesson is discussion-based and analytical, encouraging students to consider multiple perspectives before reaching a judgement. Students then examine exemplar responses, breaking down how the Assessment Objectives are applied and identifying what makes an effective analytical argument. The second half of the lesson centres on Chapter 20 and extended essay practice. Students respond to an exam-style question on Susie’s significance within the novel, considering her presentation at different points in the text as well as her relationship to themes such as grief, memory, and attachment. The question also encourages students to explore narrative perspective, symbolism, and structural shifts. The lesson provides opportunities for planning, annotation, and extended writing, with a strong focus on understanding how AO1 and AO2 work together in a successful response. Exemplars and AO-focused discussion help students recognise the features of high-quality analytical writing before applying these skills independently. This resource is suitable for Year 12 or Year 13 students studying The Lovely Bones. It prioritises independent interpretation, essay development, and secure application of the Assessment Objectives in preparation for assessment.
THE LOVELY BONES - CHAPTER 21 & 22Quick View
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THE LOVELY BONES - CHAPTER 21 & 22

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The Lovely Bones: Chapters 21–22 (AQA KS5) This KS5 lesson is designed for AQA A Level English Literature and Language and focuses on Chapters 21 and 22 of The Lovely Bones. The lesson develops students’ ability to track characters and relationships across the novel while applying the Assessment Objectives to exam-style questions. In Chapter 21, students are given a question focusing on Grandma Lynn. They explore her presentation within a specific extract before broadening their analysis to consider her significance across the novel as a whole. Students track her development, relationships, and role within the Salmon family, linking their ideas to wider themes and narrative methods. Chapter 22 focuses on Susie and Ray’s relationship through the question: “How does Sebold present Susie and Ray’s relationship as both beautiful and tragic?” Students trace the relationship across the novel, selecting relevant moments and considering how language, structure, and narrative perspective shape the reader’s understanding. Particular emphasis is placed on applying the Assessment Objectives effectively, helping students move beyond narrative summary and towards developed literary analysis. This resource is suitable for Year 12 or Year 13 students studying The Lovely Bones. It prioritises whole-text understanding, character tracking, and exam-focused analytical writing.
THE LOVELY BONES - CHAPTER 2Quick View
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THE LOVELY BONES - CHAPTER 2

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The Lovely Bones: Chapter 2 (AQA KS5) This KS5 lesson is designed for AQA A Level English Literature and Language and focuses on Chapter 2 of The Lovely Bones. The lesson develops students’ understanding of narrative voice, linguistic methods, and genre, while preparing them for exam-style analytical writing. Students begin by exploring Susie’s narrative voice, considering how her perspective shapes the reader’s understanding of events and the world of the novel. This is followed by close reading activities that introduce and reinforce key linguistic terminology, helping students move beyond simple feature spotting towards purposeful analysis. The lesson then zooms in on the novel’s use of fantasy genre conventions, encouraging students to consider how Sebold blends elements of the fantastical with grief, memory, and loss. Students explore how heaven is constructed and how these genre features influence interpretation. The lesson concludes with an essay-practice question on Susie and Holly, allowing students to apply their understanding of character and narrative perspective. A teacher-led breakdown of the linguistic section is provided to model effective AO1 and AO2 responses before students begin planning or writing independently. This resource is suitable for Year 12 or Year 13 students studying The Lovely Bones. It prioritises close analysis, terminology development, and exam-focused writing practice.
THE LOVELY BONES - CHAPTER 1Quick View
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THE LOVELY BONES - CHAPTER 1

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The Lovely Bones: Chapter 1 (AQA KS5) This KS5 lesson is designed for AQA A Level English Literature and Language and focuses on Chapter 1 of The Lovely Bones. The lesson introduces students to the novel through the contrasting presentations of Susie Salmon and Mr Harvey, while beginning to explore key themes, narrative perspective, and characterisation. The lesson is largely student-led, with students completing independent tasks that encourage close reading, annotation, and discussion. Particular attention is given to how Sebold presents both Susie and Mr Harvey through language, perspective, and structural choices, helping students establish an early understanding of their significance within the novel. Due to the sensitive nature of the chapter, teachers will need to guide discussion carefully, ensuring that conversations remain respectful and focused on literary analysis. The resource is designed to support this by structuring discussion around character presentation and authorial methods rather than the events themselves. Students explore how Susie’s narrative voice shapes the reader’s response, alongside the ways Mr Harvey is constructed as a character through selective detail and perspective. Opportunities for annotation, discussion, and analytical writing are included throughout, with a focus on developing AO1 and AO2 skills from the outset of the text. This resource is suitable for Year 12 or Year 13 students studying The Lovely Bones. It prioritises independent analysis and discussion while providing opportunities for teacher guidance where appropriate.
THE LOVELY BONES - CONTEXTQuick View
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THE LOVELY BONES - CONTEXT

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The Lovely Bones: Context Lesson (AQA KS5) This KS5 lesson is designed for AQA A Level English Literature and Language and provides students with key contextual knowledge for The Lovely Bones. The lesson introduces students to Alice Sebold, alongside brief overviews of Bildungsroman, magic realism, and the social context of America in 2002. The lesson is largely student-led, with students using the introductory material as a starting point for independent research. Students create a context poster, selecting and organising the most relevant information before considering how contextual factors may influence interpretations of the novel. The lesson also includes a task exploring reader reception, with students examining and discussing reviews from Goodreads. This encourages students to consider how different readers respond to the text and how interpretations can vary depending on perspective and experience. This resource is suitable for Year 12 or Year 13 students beginning their study of The Lovely Bones. It is not a content-heavy lesson and is designed to promote independent research, discussion, and contextual understanding.
LOVE THROUGH THE AGES - UNSEEN POETRY PAINQuick View
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LOVE THROUGH THE AGES - UNSEEN POETRY PAIN

£2.50
(1)
This lesson is designed for AQA A Level English Literature and focuses on responding to two unseen poems on the theme of pain and love. The lesson supports students in developing a confident, exam-ready approach to unseen poetry by addressing all assessment objectives (AO1–AO5) through structured planning and comparison. Students work collaboratively to read and annotate both poems, identifying key ideas, emotions, and patterns of meaning linked to pain and love. The lesson encourages students to explore how love is intertwined with suffering, considering emotional intensity, conflict, and vulnerability while forming an initial comparative argument. Close analysis of language, form, and structure is central to the lesson, with students guided to examine imagery, symbolism, sound patterns, and structural choices. Attention is given to how these methods shape emotional impact and meaning, directly supporting AO2. Context is addressed in a flexible way appropriate for unseen poetry, with students encouraged to consider possible contextual influences such as attitudes to relationships, desire, emotional restraint, or loss, while avoiding biographical speculation. This supports AO3 in a controlled and relevant manner. Comparative skills are developed as students plan paragraphs that integrate both poems throughout, focusing on similarities and differences in how pain and love are presented. Students are supported in making conceptual links between the texts rather than treating them separately, meeting AO4 expectations. The lesson also encourages evaluative and exploratory responses by prompting students to consider alternative interpretations of love and pain, ambiguity in tone or voice, and the effectiveness of poetic choices. This supports AO5 and helps students develop confident, critical responses. This resource is ideal for preparing students for the unseen poetry component, helping them practise close reading, comparison, and planning under exam-style conditions while building confidence across all assessment objectives.