Worksheet used with Year 7-8's in conjunction with 'Gothic Novel Create Your Own' resource, as a feed-in to them exploring The Castle of Otranto and Frankenstein. SUGGESTION: Circle three from the options and then add three 'unique' adjectives of your own. Then create a piece of horror-writing with your new words incorporated using the resource associated with this (available by the same author) or develop your own.

Examples of language features from A Christmas Carol, within a two-page resource containing a table for students to develop their own features and then incorporate one or more of these in a paragraph. Useful for students who can identify language features but who need to respond more fluidly with writing their own.

A nine-page resource, prints as five-page double-sided. Initially discusses Sir Robert Walpole's 'The Castle of Otranto', then mentions modern-day books influenced by this genre, such as the Twilight series. Provides a template of an 'ancient book' so the students (suited more to KS3) can create a cover/title and a synopsis. The pages then contain 'gargoyles' to suggest the student plans their own Gothic Story and complete this within the lined-pages provided.

Used with KS3 Film and Media Studies - specifically designed to assist students in critically analysing the film; camera angles; sound; edit and developing perspective relating to the narrative and impact upon audience. The same type of resource is available for both Superhero Genre and Horror.

A resource developed specifically to compare films and can be related to novels from the same genre. Assists the student greatly in encouraging their skill-development to critically analyse. Other resources available are similar by design and relate to the Superhero genre and the film Tsotsi.

Homework / Handout / Lesson Starter. 12 pages. Prints as a booklet with key information linked to plot sand characters.

Strength of character. Smile from within.

Poster.

Positive-Thinking and Motivation Poster designed for use within multi-classroom environments. ANY DOUBT, PLEASE LEAVE THIS OUTSIDE. ANY BELIEF, BRING IT IN. THIS IS A FACILITY FOR EDUCATION AND POSITIVE CHANGE. PREPARE TO EXPERIENCE BOTH. Tor Alexander Bruce

Another day awake is one to feel thankful for - poster.

INTELLIGENCE AND EMOTIONAL INTELLIGENCE.

Classroom poster.

A poster. I feel suffocated if I am not in some way creating and spilling out the words which, if left unsaid, unwritten, unleashed, feel to me like the spikes of a porcupine turned inward against my soul.

A classroom-based exercise sheet where the Learners approach the Whiteboard/Flipchart/IWB and recall their learning of a particular subject area. An example is provided. This resource can be adapted ‘per learner’, i.e. an individual sheet for each learner present. The main purpose of the resource and exercise is that each Learner takes part in standing at the front of the classroom and takes on the role of Teacher, thus reinforcing their learning in this way and assisting in the Learner taking control of their own direction/learning path.

Resource used within Mixed-Learner settings, particularly at initial Teacher-Learner/Student meeting. The resource contains two direct questions with the Learner then left to respond to these in their own way. The effectiveness of this resource by results from use to date has seen a wide-range/number of Learners completely 'open-up&' and &';identify' with their &'past/former&'; situation prior to moving forward to realise their future/on-going targets.

A document relaying the findings taken from a Year 11 PSHE class as the students were asked to enter open discussion and complete a Reality Timeline in relation to their lives. The lesson led to the students expressing 'their&' views and painting a picture of what life means to them and how they felt. The discussion led to a shared view that the channels of &';support' within schools could be made clearer and that PSHE-type lessons &'could&'; focus on the 'real&' picture.

Your ability to study and participate in English Speaking, Reading and Writing extends beyond the classroom. You can capture using this chart the evidence of how you have continued to develop your skill-level in your own home environment. Specified use for any classroom environment to capture the level of 'outside of school&' development each student is making. Can be used as part of collaborative process with parents.

A resource developed by Tor Alexander Bruce for student reading/classroom discussion (KS4) in relation to Written and Practical GCSE Drama. The document contains a table of terminology and listed explanations of 20 key performance types including: Abstract; Mantle of the Expert; Narration; Still-Image and Thought-Tracking, breaking down the criteria into manageable chunks/with a space for student/teacher notes. Could be used as part of a discussion/team-building exercise or as an addition to a Lesson Plan. Developed working with students studying this subject in 2014.

Straightforward resource - works best if printed A3. Can easily be self-designed and not paid for. The completion of this resource in class developed student-thinking and they responded with some fantastic questions. One of the students sketched the 'Porter' character, drunk on the floor after an alcohol "session". Other students read into the dynamics of the relationships between the characters, e.g. Macbeth and Duncan were heads of the table due to gender inequality of the 1600's; Banquo was sat on the Supernatural table because of his death and return as a ghost.

A study document highlighting a range of innovative techniques and classroom additions/resources used in what could become an 'alternative' inspection focus within classroom settings. There are 34 Performance Indicators linked to a learner-focussed environment and linked to a range of items including: Emotional Intelligence; Zero Isolation; Healthy Students; Environmental Awareness and Child Abuse (Confidence in Reporting). This resource was designed in line with discussions had with a range of inspectors across a variety of education settings, from Primary to Secondary, SEN, Post-16 and in community-based training settings. The comments as feedback on the resource from inspectors was 'excellent'.