A collection of 5 lessons, focused on and Section B of English Language, Paper 1. Lessons include ‘do now’ tasks, models and opportunities for independent study.

A lesson, focused on the analysis of the opening of Chapter 4 of Jekyll and Hyde - Edexcel, English Literature, Paper 2. Lessons include ‘do now’ tasks, guided reading tasks, quotation explosions, models and opportunities for independent study.

A collection of 6 lessons, focused on questions 3 & 4 in Section A and Section B of English Language, Paper 1. Lessons include ‘do now’ tasks, models and opportunities for independent study.

A lesson, focused on the analysis of the opening of Chapter 4 of Jekyll and Hyde - Edexcel, English Literature, Paper 2. Lessons include ‘do now’ tasks, guided reading tasks, quotation explosion, models and opportunities for independent study - this version also includes two grade 9 quality essay models for part a.

An easy-to-use KS3 and KS4 revision pack, which helps pupils improve their spelling, punctuation and grammar skills. Compact with models and tasks, pupils can independently improve their skills and self-assess their own progress. While some tasks are sufficient for a whole lesson, homework and revision, other tasks can also be used as starter activities. The resource has been made by an AQA examiner and English Language specialist.

Accessible to mixed ability Year 7 and 8 pupils, this insightful resource engages pupils to explore symbolism and how Dickens uses clothes in order to symbolise Oliver's deprived state in Oliver Twist. This resource provides an exhilarating insight with room for adaptation.

A comprehensive resource pack for KS3-4 pupils that provides pupils with relevant poems and differentiated (AO1, AO2 and AO3) questions that help them analyse how power and gender are presented across poems. The pack also includes a model answer for a poetry exam, the AQA assessment criteria, writing scaffolds and a vocabulary bank for sophisticated vocabulary. of the assessment

Targeted at KS3 and GCSE pupils for Question 5 of English Language Paper 1, this little resource reveals just how you can write intriguing descriptive texts with simple tricks. A model description of an image is given then broken down into bullet points that explain how writers can use language and structural devices to encapsulate readers. Suitable as revision, a lesson resource and homework, pupils can use this as a platform for their own creative writing.

Targeted at mixed and high ability KS3 classes, this lesson provides a platform in which pupils explore the qualities of a protagonist and debate the extent to which Brutus or Caesar is the protagonist of Shakespeare's play. Their explorative discussions crucially heightens their critical analyses of the writer's intended social message and characterisation.

Targeted at Year 8 groups, this resource embeds a range of relevant extracts that reveal alternative portrayals of Julius Caesar. In reading each extract (either in groups, independently or as a class), pupils can independently select words and phrases that support their inferences about Julius Caesar throughout the plot. The resource stresses their AO1 skills of understanding and explaining the meanings in the text while also encouraging their AO2 skills of selectively analysing the effect of language choices on characterisation.

Targeted at mixed and high ability KS3 and KS4 classes, this lesson provides a platform in which pupils explore the qualities of a iambic pentameter before exploring how Shakespeare uses iambic pentameter to exaggerate Demetrius's hatred for Helena. Their explorative discussions crucially heightens their critical analyses of the writer's intended social message and characterisation through prosody.

A collection of 18 outstanding lessons on the ‘Feminine Gospels’, ideal for A-Level English Literature (AQA). Complete with guided reading, essay tasks, explorations of context and wider literature, critical thinking and consolation tasks.

An easy-to-use, clearly explained and insightful checklist of effective language and structural devices for English Language Paper 1 - Descriptive Writing. Targeted at KS3 and GCSE pupils, the checklist outlines step-by-step just how pupils can write lively and encapsulating descriptive texts by specifically describing feelings, actions and adding twists in a clearly sequenced plot.

Targeted at mixed ability GCSE pupils, studying 'Love through the Ages' (Paper 2, AQA), this in insightful and accessible resource helps pupils plan their comparative analysis before writing. With clear models and planning questions, pupils learn to structure their answers in four clear, consistent and developed paragraphs: an introduction, conclusion and two paragraphs that contrast how poets use language, form and structural devices for effect. To fully prepare, pupils are given questions that help them plan each paragraph. These questions can be memorised and quickly used during the planning time of their exam.

Targeted at mixed ability GCSE pupils, this insightful and accessible resource helps pupils memorise a range of structural devices in an acrostic expression 'FIND SCRIPTS'. With its memorable nature, pupils can quickly write down each technique (e.g. flashbacks) in their exam before they write. As they analyse the text, they can refer to the acrostic expression in order to ensure that they explore the effects of structural techniques in their analytical responses. On a wider scale, memorising the structural devices would also enhance their conscious awareness of how to use structure for effect in their own descriptive and persuasive writing for English Language Paper 1 and Paper 2.

Complete with literary texts and prompt questions, this handout is perfect for KS3 and KS4 pupils, who are aiming to develop their understanding of the ways in which discourse markers are used for effect. By exploring extracts from The Hunger Games and others, pupils gradually develop their literary knowledge and capabilities to practice using discourse markers that enhance the fluidity of their own writing.

A simple break-down planning sheet that enables KS3 and GCSE pupils compare and contrast the ways writers present ideas in texts – a crucial skill for AQA English Language Paper 2, Question 4. With differentiated colours and boxes, pupils realise the ways in which their comparative answers are structured in sections with specific information in each. For top marks, the planning sheet is fully supportive with a model that shows pupils how to plan an essay with clear structure and information. Moreover, differentiated questions are given in each section so pupils can independently practice writing an excellent comparative essay of modern texts. This remains adaptable to your use. It can be given for revision, homework as well as being use throughout a full lesson in group and independent work.

An easy way for KS3 and KS4 pupils to write effective descriptive pieces, using 'zooming structure' - Perfect for Q5, English Language Paper 1. With model descriptions, the powerpoint enables pupils to realise how each paragraph structurally engages readers by gradually zooming from broader to specific objects.

Targeted at low ability GCSE pupils, this adaptable PowerPoint provides an insightful platform that enables pupils to explore how class, capitalism and socialism are embodied by the characters. In providing specific extracts, differentiated questioning and comprehension checks before assessing pupils, the PowerPoint is widely accessible for diverse classes.

Targeted at mixed ability KS3 pupils, this flexible resource challenges pupils to use semi-colons in order to create contrasting portrayals of their characters. In creating opposing portrayals of their character on either side of the semi-colon, pupils can create interesting and original descriptive writing.

Targeted at KS4 pupils, the adaptable writing frame provides pupils with a guided structure (with arrows) about how they can build a convincing analytical argument through each sentence. Each sentence is connected with an arrow that shows pupils how their analytical response follows a structure; in following the arrows pupils realize how they must begin with a topic sentence to evidence, to analysis then the reader's response and concluding the writer's intentions. The structure is modeled and pupils are given opportunities to follow the structure and analyse alternative extracts independently for the entire lesson. This works great in group work and independent tasks that lead to presentations. The analytical structure is adaptable to different texts and provides a great scaffold for all analytical writing tasks.