Revision resource produced by an A* student debating Wolsey’s effectiveness as chief minister, covering the positive and negative aspects of his career in a table format. Paired with my resource about Cromwell, these materials would be perfect preparation for planning essays on government in the reign of Henry VIII. This was written as revision for topic one of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A -levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* Literature student in response to the question: “The ideal marriage is based on a combination of both romance and security.” In light of this view, consider ways in which writers present relationships. In your answer compare one poetry text and one drama text" This style of question is found in Section B, Paper 1 of OCR A-level English Literature and covers AO1, AO3 and AO5. The texts analysed in this plan are Book 9+10 of ‘Paradise Lost’ and ‘A Doll’s House’. Please feel free to leave a review if you found this essay helpful and check out my other resources for Paradise Lost and A Doll’s House!

A* Tudor History essay addressing the question ‘How accurate is it to say that protection by the Catholic nobility was the main reason for the survival of Catholicism in England in the years 1529–88?’. This was written as revision for Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I am predicted 3A* in my A -levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources!

A* essay produced by a Tudor History A-level student, addressing the question ‘To what extent did government methods of dealing with poverty change in the period 1531-76?’. This was written as revision for Edexcel Tudor History A-level, Option 1B: England 1509– 1603: authority, nation and religion, and covers the role of religious institutions, the distinction between the impotent and ‘able-bodied’ poor as well as the issue of vagrancy. I have 3A* in my A -levels and 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review if you found this helpful.

Revision resource produced by an A* student debating Cromwell’s effectiveness as chief minister, covering the positive and negative aspects of his career in a table format. Paired with my resource about Wolsey, these materials would be perfect preparation for planning essays on government in the reign of Henry VIII. This was written as revision for topic one of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A -levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student analysing the spread and decline of Catholicism during the reigns of Henry, Edward, Mary and Elizabeth. This was written as revision for topic two of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student in response to the questions: ‘How significant was royal and noble patronage in cultural change in the years 1509–88?’ ‘To what extent were cultural changes in the years 1509–88 driven by the growth of education and literacy?’ ‘How significant were alterations in religious belief in explaining cultural change in the years 1509-88?’ This was written as revision for topic four of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion, and covers royal & noble patronage, the growth of education & literacy, the impact of the printing press, and the cult of Gloriana. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Grade 9 model answers to section A of GCSE English Language Paper 1 (AQA), responding to an extract taken from ‘Jaws’ by Peter Benchley. This resource includes: the extract, with relevant quotes highlighted one four mark question two eight mark questions (language and structure) one twenty mark question model answers for each question The resource does not include Section B (question five), which would ask students to write a description or narrative account relevant to the themes of the extract. I have 3 A* in my A-levels and 11 GCSEs at Grade 9 - please leave a review if you found this helpful and check out my other resources!

Grade 9 model answers to section A of GCSE English Language Paper 2 (AQA), Specimen Material 3, responding to sources on London and Aberfan. This resource includes: the link to the source material one 4 mark question one 8 mark question one 12 mark question one 16 question model answers for each question The resource does not include Section B (question five). It was marked by an ex-official AQA examiner as 37/40. I have 3 A* in my A-levels and 11 GCSEs at Grade 9 - please leave a review if you found this helpful and check out my other resources!

Grade 9 model answers to section A of GCSE English Language Paper 1 (AQA), responding to an extract taken from ‘The Haunting of Hill House’ by Shirley Jackson. This resource includes: the extract, with relevant quotes highlighted one four mark question two eight mark questions (language and structure) one twenty mark question model answers for each question The resource does not include Section B (question five), which would ask students to write a description or narrative account relevant to the themes of the extract. I have 3 A* in my A-levels and 11 GCSEs at Grade 9 - please leave a review if you found this helpful and check out my other resources!

Full mark essay written on the theme of social responsibility in ‘A Christmas Carol’. Extract discussed is taken from the end of Stave 3, during which the reader is introduced to Ignorance and Want. This is my own essay written during my GCSE English Literature course (AQA), for which I achieved a Grade 9 in 2018. I have 11 Grade 9 GCSEs in total and have been predicted 3 A* in my A-levels, including English Literature. Please feel free to explore my resources for other topics and subjects!

Detailed resource produced by a Grade 9 student, taught by a teacher experienced in marking for the AQA exam board, revising quotations for the themes of inner conflict and the power of nature in ‘Extract from, The Prelude’. The analysis of each quote is broken down into bullet points, covering AO1, AO2 and AO3 (context), and can be used as the basis for an essay paragraph. The end of the document also suggests poems which Extract from, The Prelude can be compared to for both themes, providing three AO1 points about how the poems are similar or different. This resource was written as revision for my English Literature GCSE in 2018, for which I was awarded a Grade 9. I have 11 GCSEs at Grade 9 and 3 A* at A-level, including in English Literature, and currently study at Durham University. Please feel free to check out my other resources for Power & Conflict poetry!

Detailed resource produced by a Grade 9 student, taught by a teacher experienced in marking for the AQA exam board, revising quotations for the themes of inner conflict and the power of nature in ‘Storm on the Island’. The analysis of each quote is broken down into bullet points, covering AO1, AO2 and AO3 (context), and can be used as the basis for an essay paragraph. The end of the document also suggests poems which Storm on the Island can be compared to for both themes, providing three AO1 points about how the poems are similar or different. This resource was written as revision for my English Literature GCSE in 2018, for which I was awarded a Grade 9. I have 11 GCSEs at Grade 9 and 3 A* at A-level, including in English Literature, and currently study at Durham University. Please feel free to check out my other resources for Power & Conflict poetry!

Full mark essay written by an A* English Literature student analysing Shakespeare’s use of language and its dramatic effects in A2S1 of Twelfth Night. This style of question is found in Section A of Paper 1 in OCR A-level English Literature and covers both AO1 and AO2. Please feel free to leave a review if you found this essay helpful and check out my other resources for Twelfth Night!

Full mark essay written by an A* English Literature student analysing Shakespeare’s use of language and its dramatic effects in A2S2 of Twelfth Night. This style of question is found in Section A of Paper 1 in OCR A-level English Literature and covers both AO1 and AO2. I have 3A* in my A-levels and 11 GCSEs at Grade 9 - please feel free to leave a review if you found this essay helpful and check out my other resources for Twelfth Night!

Detailed resource produced by a Grade 9 student, taught by a teacher experienced in marking for the AQA exam board, revising quotations for the themes of the power of nature and humans in ‘Ozymandias’. The analysis of each quote is broken down into bullet points, covering AO1, AO2 and AO3 (context), and can be used as the basis for an essay paragraph. The end of the document also suggests poems which Ozymandias can be compared to for both themes, providing three AO1 points about how the poems are similar or different. This resource was written as revision for my English Literature GCSE in 2018, for which I was awarded a Grade 9. I have 11 GCSEs at Grade 9 and 3 A* at A-level, including in English Literature, and currently study at Durham University. Please feel free to check out my other resources for Power & Conflict poetry!

Detailed resource produced by a Grade 9 student, taught by a teacher experienced in marking for the AQA exam board, revising quotations for the themes of war/conflict and inner conflict in ‘Remains’. The analysis of each quote is broken down into bullet points, covering AO1, AO2 and AO3 (context), and can be used as the basis for an essay paragraph. The end of the document also suggests poems which Remains can be compared to for both themes, providing three AO1 points about how the poems are similar or different. This resource was written as revision for my English Literature GCSE in 2018, for which I was awarded a Grade 9. I have 11 GCSEs at Grade 9 and 3 A* at A-level, including in English Literature, and currently study at Durham University. Please feel free to check out my other resources for Power & Conflict poetry!

Full mark essay written on the theme of romance in ‘Romeo and Juliet’. Extract discussed is taken from Act 3 Scene 5, during which the couple are parting after spending the night together. This is my own essay written during my GCSE English Literature course (AQA), for which I achieved a Grade 9 in 2018. I have 11 Grade 9 GCSEs in total and have been predicted 3 A* in my A-levels, including English Literature. Please feel free to explore my resources for other topics and subjects!

Grade 9 essay written in response to the question “How far is Eric presented as admirable in ‘An Inspector Calls’”. This essay was written as revision for my GCSE in English Literature, for which I achieved a Grade 9. I have 11 GCSEs at Grade 9 and am predicted 3 A* at A-level, including English Literature. I will be attending Durham University from autumn 2021. Please feel free to check out my other resources!

Full mark essay written by an A* English Literature student analysing Shakespeare’s use of language and its dramatic effects in A3S4 of Twelfth Night. This style of question is found in Section A of Paper 1 in OCR A-level English Literature and covers both AO1 and AO2. Please feel free to leave a review if you found this essay helpful and check out my other resources for Twelfth Night!