Save time on making your own tutor board with this PowerPoint slide! Easy to edit. Neatly organised. Easy on cognitive load. *Fun graphics and ideas.

A handout for KS3 & KS4 pupils. Designed to help with language analysis and zooming in on key words and phrases. Includes connectives for argument.

A poster with practical advice for students on how to improve their reading and comprehension.

A poster with guidance for students on how to improve their spelling.

This is a poster with guidance and advice for students on how to improve their handwriting.

A poster with advice and practical solutions for students to improve their vocabulary.

This is a handout for KS3/KS4 Students & Teachers. I made this because my Year 11s were begging me for a handout that clearly shows them multiple ways of explaining the effects of language. They struggle with variety in their answers and many found this helpful! The handout also clearly explains how to properly analyse ‘imagery’ (often poorly understood) and ‘connotations.’

A KS3 handout explaining the different sentence types: declarative, exclamatory, interrogative and Imperative. Students must correctly identify the sentence type and punctuate accordingly.

7 PowerPoint slides with reading facts! DEAR activities (drop everything and read). Health & Wellbeing Facts about reading. Attainment facts about reading. Real-world statistics about reading.

This contains: A beautiful handout on how to correctly paragraph :) A paragraphing activity/worksheet on page 2. A poster on paragraphing, using the acronym TiP ToP

This is a clear, simplified handout on AQA’s English AOs for KS3 and KS4. The handout explains each of the AOs (with helpful definitions and tips). Students can stick these in the front of their books and even print them off as revision posters! If you mark noting AOs, students can refer back to these in their books! This endeavours to help famililarise pupils with the GCSE mark scheme. VERY USEFUL FOR KS4 STUDENTS!

Revision lesson on AQA Paper 1, Q3: How has the writer structured the text to interest the reader? For copyright reasons, I can’t share the extract but it can be easily found online. Starter activity on OFFICES and Freytag’s Pyramid. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q3. SEND / dyslexia friendly. Teacher guidance on slide 1. PEER REVIEW.

The question this lesson contains is: ‘How does the Alice Walker use language to describe the setting?’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q4: Evaluate the writer’s methods. Note: Students will need to have completed Q2 & Q3 (or have spent time labelling the extract for Dickens’ use of language devices & structural features) in order to have a solid understanding of the lesson. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q4. SEND / dyslexia friendly. Teacher guidance on slide 1. Contains a top Q4 answer. PEER REVIEW.

Important Note: this lesson’s exert isn’t from a past AQA Paper 1. The question this lesson contains is: ‘How does the writer use language to describe the moment Winston begins to write.’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW. We Do: teacher model on the last slide.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.

AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.