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EYEOFTHEFLY

Average Rating3.71
(based on 70 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.
HORROR GENRE - COMPARING FILM
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HORROR GENRE - COMPARING FILM

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A resource developed specifically to compare films and can be related to novels from the same genre. Assists the student greatly in encouraging their skill-development to critically analyse. Other resources available are similar by design and relate to the Superhero genre and the film Tsotsi.
TSOTSI - CRITICAL ANALYSIS
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TSOTSI - CRITICAL ANALYSIS

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Used with KS3 Film and Media Studies - specifically designed to assist students in critically analysing the film; camera angles; sound; edit and developing perspective relating to the narrative and impact upon audience. The same type of resource is available for both Superhero Genre and Horror.
GCSE OR A-LEVEL FILM AND MEDIA
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GCSE OR A-LEVEL FILM AND MEDIA

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A worksheet designed to print A3, comparing two films and relevant to GCSE or A-level Filn and Media (can be tweaked for any genre). Used recently across several schools by colleagues. Includes sections for analysis of film, e.g. mise en scene; diegetic and non-diegetic sound; narrative; representation and ideology.
GCSE FILM AND MEDIA - DEFINING THE FANTASTIC
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GCSE FILM AND MEDIA - DEFINING THE FANTASTIC

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DEFINING THE FANTASTIC GCSE FILM AND MEDIA A RESOURCE WHICH RELATES TO THE FILM: STAR WARS Or can be amended to match a variety of films and genres TZVETAN TODOROV Narrative Stages A resource in three-pages based upon the wonderful mind of Tzvetan Todorov.
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?
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'
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
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.
COMPLEX AND COMPOUND SENTENCES - SCIENCE FICTION WRITING - POWER POINT (25 SLIDES)
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COMPLEX AND COMPOUND SENTENCES - SCIENCE FICTION WRITING - POWER POINT (25 SLIDES)

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An effective PP used within KS3 with some excellent prompts and visuals. Learning Objective: To focus on building compound and complex sentences for effect – exploring this through texts Slides contain: Compound and Complex sentences Punctuation Examples of everyday technologies first recognised in literature References to The Iron Man; Do Androids Dream of Electric Sheep?/Blade Runner Seven types of narrative 'openers' explained
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.
MEDIA EXTRACT - THE WORLD'S OLDEST FOSSILS
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MEDIA EXTRACT - THE WORLD'S OLDEST FOSSILS

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A two-page resource, prints back to back as a single sheet. Can be amended similar to other resources by the same author. Excellent for reading and writing exercise for students and for general interesting classroom discussion based on up-to-date topics. The oldest known fossils – dating back 3.7 billion years to a time when the Earth was still being bombarded by asteroids – have been found in Greenland, scientists announced in a discovery that could have “staggering” implications. Rocks recently exposed after a once-permanent layer of snow melted were found to contain stromatolites, sediments the researchers said had been created by the growth of layer upon layer of micro-organisms. If confirmed as evidence of life, they are about 220 million years older than the previous record holder and the researchers said the “sophistication” of the microbes pointed to life on Earth beginning more than four billion years ago.
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.
COHESION
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COHESION

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A two-page handout to introduce this subject. There are two main types of cohesion: grammatical cohesion which is based on structural content, and lexical cohesion which is based on lexical content and background knowledge. A cohesive text is created in many different ways. In Cohesion in English, M.A.K. Halliday and Ruqaiya Hasan identify five general categories of cohesive devices that create coherence in texts:  REFERENCE  ELLIPSIS  SUBSTITUTION  LEXICAL COHESION  CONJUNCTION
ANALYSE, ARGUE AND PERSUADE
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ANALYSE, ARGUE AND PERSUADE

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This resource contains a photograph of the after-events of an incident involving vehicles on a road. The student is asked to analyse, write a persuasive argument to the authorities based on the subject-matter and debate, either through conversation in class or using the resource directly. There are lined areas within the resource for student completion of tasks.