This is a 7 week fully resourced scheme looking at many of the Greek myths and facilitating the students in their reading and writing (both creative and persuasive). It is aimed at year 7. In addition, there are also six homework tasks for the students to complete. Myths which are studied are: • Prometheus • Pandora’s Box • Daedalus and Icarus • Theseus and the Minotaur • Niobe • Medusa

This package contains several model descriptive/narrative responses to a picture stimulus. There is also a narrative response to a task which uses a title as a response: ‘Betrayal’. They could be very useful in helping students to review the assessment criteria for section B of the AQA English Language Paper 1.

This Power Point contains a reminder for students of the requirements for the AQA English Literature questions on ‘An Inspector Calls’ and ‘Frankenstein’. There is a reminder of the Assessment Objectives, a plan for the response and a full, model response for each question.

This scheme uses ‘Myths and Legends’ as a basis for improving the students’ creative writing and directed writing. Characters/stories covered in the scheme include: Thor Theseus and the Minotaur Medusa Prometheus Neptune Perseus Grendel Daedalus and Icarus Loki Pandora’s Box There are 10 lessons focusing on: vocabulary choice using creative/descriptive language devices for effect using a range of sentence structures for effect using a range of punctuation for effect using persuasive language devices for effect

This Power Point reminds students of the requirements for each question of the English Language Paper 1. There are also model responses for each question (1-5).

This unit of work contains 8 detailed lessons which guide students on how to compose an answer to question 5 of paper 2 on the AQA English Language paper. It includes lessons on: Planning Anecdotes Fronted adverbials, discourse markers and semi colons Counter arguments It also has a number of model responses which the teacher could go through with the class as well as two feedback lessons encouraging the students to reflect on their learning and progress.

This scheme uses the Gothic as a basis for improving the students’ creative writing and directed writing. There are 10 lessons focusing on: the key conventions of Gothic literature vocabulary choice using linguistic devices for effect using a range of sentence structures for effect using a range of punctuation for effect There is also a Media Studies type lesson where the students look at film posters and trailers, identifying Gothic conventions within them.

This scheme takes the students through the play posing questions about characters, setting, theme and plot. For each lesson, there are suggested questions to help the students understand the text as well as suggested answers/notes for teachers. In addition, there are a number of suggested assessments along with examples of students’ work which is then evaluated/improved. Students are also given the opportunity to explore contextual factors such as: capitalism feminism socialism patriarchy

This is something that I put together for low ability year nine groups, although I'm sure it could be adapted for more able groups.

This resource considers how far Shelley presents Victor’s behaviour as unnatural in chapter 4. It focuses on a specific extract (which was on a previous exam paper) where Victor describes what he did in constructing the monster and how he felt at the time and the emotions he feels when looking back.