A HUGE resource that covers most of the new Eduqas / WJEC A Level Film Studies course. Originally compiled as a revision resource, this Powerpoint could be used to deliver lessons across the specification. Titles covered are: VERTIGO; BONNIE & CLYDE; NO COUNTRY FOR OLD MEN; WINTER’S BONE; A PROPOS DE NICE; MAN WITH A MOVIE CAMERA; DAISIES; SAUTE MA VILLE. Each film has detailed contextual information, stills from key scenes and frameworks with which to analyse film texts effectively. Also included is a wealth of information about the specialist subject areas AUTEUR THEORY; SPECTATOR THEORY; NARRATIVE; IDEOLOGY; FILM MOVEMENTS and more. Exam questions and exam-board mark schemes are also included. This resource is over 200 slides and 100Mb in size. Fill your boots!

All the poems in AQA (spec B 7717) poetry cluster 'Crime and Political and Social Protest'. Included: clear placing of Harrison in the exam; biography; summaries of each of the poems; coverage of the structure and form; context and points for discussion (called 'harkness'); imagery to help contexualise the poems.

This comprehensive resource is over 250 slides in length. It covers nearly all of the SONGS OF INNOCENCE AND EXPERIENCE (32 of the poems) and explores each of the poems using the illuminated plate, the text itself and slides exploring language, structure and form. Each poem is contextualised and a useful precis is offered. Topics for discussion are provided and many tasks including group work, research tasks, essay questions, planning, etc. This resource has been produced with AQA Literature B’s Social and Political Protest unit in mind and, consequently, has many tasks around dissent, radicalism, revolution and protest. I love Blake - I hope you enjoy this generous resource!

This resource has been created by highlighting key sections and quotes from Orwell's novella and providing space for students to write notes about the significance / allusions / potential meanings generated by the text. It is an excellent way to solidify a reading of the text, perhaps for revision.

A resource tailored for students following AQA spec B TRAGEDY. Key sections of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

A resource tailored for students following AQA spec B TRAGEDY. Key sections of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

A resource tailored for students following AQA spec B TRAGEDY. Key sections of the THIRD PHASE of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

A resource tailored for students following AQA spec B TRAGEDY. This resource focuses on PHASE THE FOURTH Key sections of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

This Word document compares two texts for EDUQAS / WJEC GCSE Film Studies (component 1: Key Developments in US Film). The two films chosen are REBEL WITHOUT A CAUSE and FERRIS BUELLER’S DAY OFF. The document uses the ‘CRAMSPEC’ approach to focus students’ learning: context, representations, aesthetics, mise en scene, sound, performance. Each film is looked at seperately, allowing students to write about each film in isolation. Importantly, a comparison column is provided, allowing students to work towards the successful completion of Q3 - worth 20 marks.

A resource tailored for students following AQA spec B TRAGEDY. Key sections of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

A resource tailored for students following AQA spec B TRAGEDY. Key sections of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

A resource tailored for students following AQA spec B TRAGEDY. Key sections of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

A resource tailored for students following AQA spec B TRAGEDY. Key sections of the novel have been collated, and space made available for students to write analysis, comment and points of linkage. All the key examples that contribute to the novel's tragic form have been included. Phase 1 resource also includes a completed example for reference.

A Word document covering three key scenes in District 9. Designed for EDUQAS / WJEC GCSE Film Studies, this resource looks at the distinction between plot and story and also covers narrative conventions. Perhaps most usefully, three key scenes are carefully analysed.

Four pages walking students through the new AQA Language GCSE: 1. An overview of the techniques students should use (like PEE but with more substance) 2. Language Paper 1 (Explorations) 3. Language Paper 2 (Writers' viewpoints) 4. Tips on how to tackle the Q5 (extended writing) on BOTH papers

The salient extracts from Stevenson's Dr Jekyll & Mr Hyde have been collated chapter by chapter. Space has been given for students to write responses beneath extract. How you deal with these is up to you but I have found that discussing the extracts as a group and allowing students to note down points of comparison or contextual information has worked. The document contains the whole novella, including the notoriously tricky final chapter. Also included is a preamble looking at some points of context, structure, language and theme.