This 50 page English Language Paper 1 Booklet has been created using in-depth knowledge of exam board marking criteria to develop resources that pupils can complete independently. Aimed at helping students achieve a grade 4 pass, this booklet provides targeted exercises and practice materials that align with exam expectations, ensuring students gain the skills and confidence needed to succeed. The booklet specifically focuses on Section A: Comprehension and Section B: Story Writing, providing structured guidance and practice for each area. For Section A, students will find a variety of reading passages accompanied by questions that hone their analytical and interpretive skills, mirroring the types of texts and queries found in the actual exam. For Section B, the booklet offers prompts and planning tools to help students craft compelling narratives, emphasizing essential elements such as structure, character development, and descriptive language. This dual focus ensures a comprehensive preparation, equipping students with the necessary tools to excel in both comprehension and creative writing tasks.

Focus on understanding Scrooge’s view on poverty in “A Christmas Carol.” Do Now Activity: Summarise the connection between Thomas Malthus’ ideas and Scrooge’s views on poverty. Write answers on whiteboards and reveal them on cue. Discussion: Discuss common viewpoints on poverty today. Link societal views today to Scrooge’s views in “A Christmas Carol.” Contextual Analysis: Analyse Scrooge’s quote, “It’s not my business,” reflecting Victorian attitudes towards poverty and laissez-faire economics. Discuss Dickens’ intentions to critique these views through Scrooge’s transformation. Context: Prisons and Workhouses: Overview of harsh conditions in Victorian workhouses and prisons. Discuss how Scrooge’s initial endorsement of these institutions reflects common Victorian attitudes. Highlight Dickens’ critique through Scrooge’s eventual transformation advocating compassion and social responsibility. Quotation Explosion: Analyse quotes showing Scrooge’s changing attitude towards the poor. Link comments to the broader context of “A Christmas Carol.” Reflection: How does Scrooge’s transformation encourage us to rethink wealth, poverty, and compassion?

This 15 page booklet includes ‘Do Now’ activities focused on SPaG. The activities link to literature texts such as: Macbeth An Inspector Calls Students spend the first 5 minutes of the lesson recalling SPaG rules and spellings before the content of the main lesson. Based on retrieval.

Focus on understanding poverty through the Cratchit family in “A Christmas Carol.” Do Now Activity: Label an image of the Cratchit Christmas. Reflect on why Dickens included the Cratchit family. Main Task: Examine consequences of rapid urbanisation during the Victorian Era. Discuss how the Cratchit family’s situation reflects the realities of many working-class families. Explore how the Cratchit family’s home reflects living conditions of the poor. Discuss how Dickens critiques social and economic disparities through the Cratchit family. Independent Exploration: Study an extract from “A Christmas Carol.” Answer questions related to the extract. Discussion on Malthusian Views: Overview of Thomas Malthus’ theory on population and poverty. Link Scrooge’s attitudes towards the poor to Malthusian and social Darwinist views.

This lesson focuses on the reading of Stave 2, including some analysis of key quotations and exploring Dickens’ intentions. The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

The attached PowerPoint lesson titled “Regret and Redemption” explores the themes of regret and redemption as experienced by Ebenezer Scrooge in Stave 2 of Charles Dickens’ “A Christmas Carol.” Here is a brief summary: Do Now Activity: Students define the term “redemption” and reflect on its meaning and origins. They consider how Scrooge begins to show signs of redemption in Stave 2, supporting their points with quotations from the text. Exploring Quotations: Students read an extract from Stave 2 and identify three quotations that illustrate Scrooge’s regret and potential for redemption. They analyze these quotations in pairs, discussing their significance and the literary techniques used by Dickens. Detailed Quotation Analysis: Specific quotations are provided for in-depth analysis: Quotation 1: Scrooge’s emotional response to the possibility of having a family. Quotation 2: Scrooge’s plea to be removed from a painful memory. Quotation 3: The symbolism of light representing transformation and hope. Success Criteria: Students are given a success criteria checklist to guide their analysis. They need to: Make clear points about Scrooge’s presentation. Support their points with relevant evidence. Explain the significance of the evidence. Zoom in on keywords or techniques and explain their purpose. Link their analysis to broader themes such as poverty, social responsibility, and generosity. Task: Using the analysed quotations, students answer a question about how Dickens uses Scrooge’s reactions to explore themes of regret and redemption. They consider to what extent Scrooge’s redemption in Stave 2 is genuine or merely a temporary emotional reaction. Overall, the lesson focuses on understanding and analysing the development of Scrooge’s character through themes of regret and redemption, encouraging students to engage deeply with the text and Dickens’ intentions.

A lesson that focuses on the reading of Stave 1 of *‘A Christmas Carol’. * I have copied the text onto slides and highlighted keywords and provided a glossary. This lesson is more discussion based, with a few stopping points to discuss key quotations used to describe Scrooge, followed by a ‘Big Thinking Question’. Part of a bundle. Keep a look out for other ACC resources.

The attached PowerPoint lesson titled “Scrooge’s Character” delves into the characterisation of Ebenezer Scrooge from Charles Dickens’ “A Christmas Carol.” Here is a brief summary: Do Now Activity: Students begin with defining the word “covetous” using a dictionary, exploring its etymology and synonyms. They then use the word “covetous” in a sentence and recall quotations that exemplify Scrooge’s character. Character Traits of Scrooge: Students choose three adjectives (e.g., miserable, greedy, selfish) to describe Scrooge and explain their choices with supporting quotations from the text. Dickens’ Intentions: The lesson explains that Dickens used Scrooge to represent greed, selfishness, and the negative effects of unchecked capitalism, reflecting societal injustices of the Victorian era Textual Analysis: Students read and analyse an extract from the novel, highlighting quotations that reveal Scrooge’s character. They explore Dickens’ use of similes (e.g., “solitary as an oyster”) and metaphors (e.g., “tight-fisted hand at the grindstone”) to describe Scrooge’s miserly and cold nature. This lesson is part of an ongoing bundle. Keep a look out for other resources.

The lesson focuses on understanding the character of Fezziwig in Charles Dickens’ “A Christmas Carol” and how he serves as a foil to Ebenezer Scrooge. Key components of the lesson include: Initial Reflection: Students are prompted to think about the importance of having a role model or mentor, who might be a mentor to Scrooge, and what qualities make a good role model/mentor. Character Analysis: The lesson explores why Dickens included Fezziwig in the story, highlighting Fezziwig’s positive traits to underscore Scrooge’s negative qualities. This contrast serves to emphasize the potential for Scrooge’s redemption. Comparison Activity: Students are asked to read an extract and compare Fezziwig and Scrooge’s attitudes toward work, celebration, and their relationships with employees. This comparison is facilitated through questions and a Venn diagram activity. Key Themes: The notes provide a detailed comparison between Fezziwig and Scrooge, contrasting their generosity, warmth, value of human relationships, and influence on others, with Fezziwig embodying the Christmas spirit and Scrooge representing its antithesis. Vocabulary and Extract Analysis: Vocabulary related to the text is provided, and an extract from the story is analysed to illustrate Fezziwig’s character and his impact on the festive spirit. By examining Fezziwig’s character, students gain insights into the themes of generosity, community, and the transformative power of kindness, all central to Dickens’ novella.

A fully planned Scheme of Work suitable for KS3 and KS4. Complete Lesson Plans: Structured and detailed lessons that guide you through the entire play. Rich Resources: A wealth of supporting materials, including worksheets, discussion prompts, and visual aids. Fortnightly Quizzes: Two assessments designed to reinforce learning and track student progress. Lesson Breakdown: Introduction and Context: Set the stage with an overview of J.B. Priestley, the historical and social context of the play, and its key themes. First Impressions: Analyse the opening scene and initial character introductions, setting the tone for the play’s unfolding drama. Role of Women: Explore the portrayal of female characters and discuss the societal expectations of women in the early 20th century. Women’s Rights: Connect the play’s themes to the women’s rights movement, examining how these issues are reflected in the characters’ experiences. Inspector Goole: Delve into the mysterious character of Inspector Goole, his role in the play, and his interrogation techniques. Mrs. Birling: Study Mrs. Birling’s character, her attitudes, and her influence on the plot. Eric: Focus on Eric’s storyline, his development throughout the play, and the implications of his actions. Mr. Birling: Analyse Mr. Birling’s character, his capitalist views, and his significance in the play’s critique of society. Inspector Goole’s Final Words: Examine the impact of Inspector Goole’s final speech and its moral and philosophical implications. Mrs. Birling and Sheila: Compare and contrast the characters of Mrs. Birling and Sheila, focusing on their development and differing perspectives. Eva Smith: Investigate the character of Eva Smith, her symbolic role in the play, and the thematic significance of her story.

The resources are designed to help Key Stage 3 students develop the exam skills needed to analyse how Shakespeare creates pathos for the character of Caliban in “The Tempest.” The lessons also provide essential context about the play, enhancing student understanding and appreciation of the text. Contains two lessons with resources: Pathos for Caliban Assessment Prep lesson

This lesson focuses on the reading of Stave 4, including some discussion on the Ghost. The slides include copies of the text with a glossary to support student understanding. Please note * This lesson is focused on the reading of ACC*

A lesson focused on the social and economic context of A Christmas Carol. Pupils will discuss Wlliam Hogarth’s Gin Lane and then analyse an extract from the stave, ultimately building to answer an exam style question.

The lesson in the attached PowerPoint file focuses on analysing Ebenezer Scrooge’s transformation in Charles Dickens’ “A Christmas Carol.” It begins with a “Do Now” activity that prompts students to summarise Scrooge’s misery and isolation, his visits from the ghosts of Marley, Christmas Past, Present, and Yet to Come, and their impact on him. The main activity involves writing a letter from Scrooge’s perspective, reflecting on his journey and interactions with the ghosts. This includes a model response and success criteria emphasising clear structure, emotional expression, and adherence to the period’s language style.

This lesson resource delves into the historical and social context of Charles Dickens’ A Christmas Carol, focusing on Dickens’ life, the theme of poverty, and the Industrial Revolution. It includes comprehensive handouts with glossaries to aid student understanding. This FREE resource is part of an ongoing Scheme of Work. I will attach the link to the bundles once they are all uploaded.

This of work is designed as a introductory scheme for Year 9 transition/GCSE. The focus of the scheme is to explore various themes and start to examine key quotations. Focuses on AQA skills but could be easily adapted.

This lesson focuses on the poem “When You Are Old” and incorporates a series of structured activities aimed at enhancing students’ reading comprehension, analytical skills, and vocabulary. Inspired by @PepsMccrea and @FunkyPedagogy, the lesson is designed to engage students through a combination of independent and collaborative tasks. Lesson Description: Pre-Reading Activity: Objective: Activate prior knowledge and set the stage for the poem. Task: Students independently read a redacted version of the poem and answer pre-reading questions to make predictions and set expectations. Instructions: Students are given 8 minutes to complete this task in silence. Explicit Vocabulary Instruction: Objective: Introduce and explain key vocabulary words that will appear in the poem. Task: Teach vocabulary such as “pilgrim,” “devotee,” and “worshiper,” using definitions and example sentences. Instructions: Students use the new vocabulary in sentences related to the poem’s themes. First Reading and Comprehension: Objective: Ensure students understand the poem and its basic elements. Task: Students read the poem “When You Are Old” and answer comprehension questions. Instructions: Students write their responses to questions about the title, techniques, themes, and specific quotes in their books, working independently in silence for 10 minutes. Class Discussion: Objective: Facilitate deeper understanding through discussion. Task: Discuss the comprehension questions as a class, encouraging students to share and compare their answers. Instructions: Students refine their answers based on the discussion, adding more detail to their written responses. Exam Preparation: Objective: Prepare students for an exam-style question. Task: Analyse how aging affects identity in the poem, using specific quotes and detailed analysis. Instructions: Students have 50 minutes to write an exam-style response, focusing on language and structural devices, and using the provided success criteria to guide their work. Feedback and Refinement: Objective: Improve analytical skills through feedback. Task: Discuss three additional quotes from the poem as a class, allowing students to enhance their analyses. Instructions: Students add detail to their work based on the class discussion and teacher feedback.