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EYEOFTHEFLY

Average Rating3.66
(based on 71 reviews)

Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print. I read each novel/play/poem and break down into manageable parts. I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.

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Most resources I develop are geared towards GCSE 2016-18 (AQA and Edexcel) curriculum and are practical solutions to classroom teaching. I keep most of these black and white for simple/cost-effective print. I read each novel/play/poem and break down into manageable parts. I find this most effective within classrooms where students require chunks of information they can order, in sequence. The 'study-packs' I create can apply to any book/play/poem and provide visual tools for memory recall.
1984 - GEORGE ORWELL / ROOM 101
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1984 - GEORGE ORWELL / ROOM 101

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A read and respond resource. Whole Book Summary in a single-page. Student chooses eight items to banish from the current system/reality then narrow down to two and describe in a table the full reasons to support their choices. Then: Fourteen items to take to new planet. Then: A4 page response relating to the student thoughts on ‘whole’ book summary.
MACBETH - CHIASMUS, HYPERBOLE, SYNECDOCHE, EUPHEMISM
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MACBETH - CHIASMUS, HYPERBOLE, SYNECDOCHE, EUPHEMISM

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Used in class (June 2016) with Year 9's and 10's, linking their responses the trial exam questions to words they can add to improve vocabulary. Particular relevance to MacBeth, though the words themselves, plus pronunciations, could apply to any text where these features are apparent. CHIASMUS, HYPERBOLE, SYNECDOCHE, EUPHEMISM FOR USE WITHIN TRIAL EXAMINATION RESPONSES AND GENERAL DISCUSSION A TWO-PAGE RESOURCE.
WRITING TO DESCRIBE
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WRITING TO DESCRIBE

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An 8-page resource where the student explores the realities of constructing a basic descriptive written piece, examining the first and third-person perspectives. The resource combines these, with the student completing, throughout 1-2 lessons, a first draft from both literary viewpoints, whilst providing valuable insight into their own lives in a piece entitled: Where I Live. The resource provides Basic, Intermediate and High-Level response to descriptive writing and can be used alongside PP entitled 'Insight' by the same author.
SIGN OF FOUR - STUDY PACK
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SIGN OF FOUR - STUDY PACK

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A pack containing combined resources to create a complete study-aid for students which includes: New Word Chart / Quotation Booklet / Timeline / Visual-Mapping / Internet-Research Booklet Can be used effectively alongside any Novel or a Play.
ENGLISH LANGUAGE - PARTS AND FEATURES
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ENGLISH LANGUAGE - PARTS AND FEATURES

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A six page resource. Students identify parts of language and features of language and then incorporate examples into their own sentences. Ideal for use alongside a play, novel or a poem to unpick the structure.
INFERENCE (ENGLISH) - WRITING SENTENCES, PARAGRAPHS AND INFERENCE
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INFERENCE (ENGLISH) - WRITING SENTENCES, PARAGRAPHS AND INFERENCE

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A seven-page resource containing media article with photographs relating to the human study and occupation of the Mars planet. The resource asks the student to read and respond to the information, creating four sentences, two paragraphs and a (thoughtful) conclusion from their own perspective. Used with KS3 and 4 with strong results. Links to additional resource by the same author, i.e. several other resources linking to read and respond.
DYSTOPIA UTOPIA
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DYSTOPIA UTOPIA

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A six-page resource containing word definitions and research prompts. This resource asks the student to define Utopia and Dystopia in their own words and then research and complete their own descriptive piece of writing, as an introduction to their own novel.
WRITING TO RESPOND TO TWO POINTS OF VIEW: CALAIS MIGRANT VILLAGE/SYRIA CRISIS
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WRITING TO RESPOND TO TWO POINTS OF VIEW: CALAIS MIGRANT VILLAGE/SYRIA CRISIS

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The majority of resources by this Author are created to allow for minimum ink-usage and efficient printing, providing the school and teacher with effective solutions that meet budget, time and student needs. THIS RESOURCE Students discuss: “Its population has spiked dramatically following the crisis in Syria, alongside the rise of Islamic State which has seen a mass exodus from those hoping to escape violence and begin a new life.” Students research and respond in this six-page (3-sides double-print) resource: - A paragraph (overview of their personal thoughts) - An argument in favour of the migrants - An argument in favour of the authorities or government - A concluding or summarising paragraph
WRITING TO DESCRIBE - PRIMARY AND KS3
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WRITING TO DESCRIBE - PRIMARY AND KS3

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A single sheet resource (can print as one sheet or double-sided to include name). Used in one to one sessions with students who are challenged with writing; or can be used within a whole class. Broken down as: - Writing single letters - Writing sentences based on the prompt: 'Ten Things That Make Me Say Wow' - Writing a paragraph based on 'My Favourite Day'
METONYMY
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METONYMY

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A single page resource with general description of metonymy (me-tony-my) and its uses.
SPaG
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SPaG

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Repeat sheet. An efficient means of allowing each student to log and monitor their SPaG progression.
AQA ENGLISH CHOICE OF TEXTS LIST
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AQA ENGLISH CHOICE OF TEXTS LIST

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Single-page 'at a glance' sheet showing all novels, plays and poetry, containing blank, lined space for student notes on reverse. Ideal for use as a discussion tool relating to additional reading and home-study.
ELECTRIC WORD - UNSEEN POETRY ANALYSIS (Dedicated to 'Prince' Rogers Nelson)
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ELECTRIC WORD - UNSEEN POETRY ANALYSIS (Dedicated to 'Prince' Rogers Nelson)

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A piece of poetry written as homage to Prince, aka Prince Rogers Nelson (June 7, 1958 – April 21, 2016), an American singer, songwriter, multi-instrumentalist and record producer. This piece combines words and lines from Prince's lyrics - could be used in schools for the purpose of showing alternative poetry which combine the lyrics with the more traditional form. I was really into Prince as a teenager, aged 11 when the film Purple Rain was release in 1984. At the time (and still) I was influenced by anything different/unique and I was particularly captivated by American TV and film. As I writer I respond to the internal and seem to express more as an internal requirement, i.e. I have to pour out on a regular basis. This has led to compiling poetry, plays, books and anything involving The Word. Go crazy!! This is the 100th resource I have uploaded. The resource Author is available to provide any further information if required by teachers/schools on this or any resources. Kind regards Tor
WRITING TO PROVIDE YOUR INDEPENDENT VIEW - Politics; War; Media
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WRITING TO PROVIDE YOUR INDEPENDENT VIEW - Politics; War; Media

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WHAT ARE YOUR VIEWS RELATING TO THE REALITY PICTURE YOU WILL INHERIT? Include comments on the political system; thoughts on war; the media; cultural boundaries; your right as an individual to stand and voice your individual thoughts and feelings. Is the war about people and beliefs or money and resources, or both?