One of the more challenging texts in the Paris Anthology for AS English Language & Literature, it can feel like you need to give a mini history lesson before tackling the text itself with Helen Maria Williams' 'Letters from France'. This PowerPoint presentation and an accompanying booklet help to blend an understanding of the political/social climate with tasks encouraging closer reading of literary techniques.

A resource intended for students of A Level English Language to work through after completing their work on UK accent & dialect as part of their ‘language diversity and change’ content. This resource has been put together with AQA’s new specification in mind, but could potentially be adapted. The pack recaps diversity within the UK, so with some tweaking to the final task could suit the AS specification. The pack asks students to self-reflect on their current levels of knowledge before undertaking a range of revision activities: simple recall, table-filling, mind-mapping, discussion, evaluating key ideas and recapping key theorists. The theorists and key ideas here can be found in the Cambridge English Language A/AS Level for AQA textbook (Giovanelli et al), so this would be a good support for students who have used this book. The development activities at the end of the pack are based on Paper 2 exam tasks and students could do some or all of these.

Some of the Paris Anthology texts are very tricky; this resource is intended to support students as they read The Seven Ages of Paris by Alistair Horne. It breaks down the text into manageable chunks, providing summaries and glossaries for each section. There are some illustrations to aid understanding, and at the end there are some short development tasks. This would be suitable for AS or A Level students studying this text. * Edited to add: after a couple of disappointed reviews, please may I ask you to be clear on what this resource is: it’s a reading guide. It is not a scheme of work or a lesson plan. Thank you. *

This resource has been designed for AQA A Level English Language (new specification). It is a brief glossary of theorists relevant to the different areas of study on the course: - Language and dialect/accent - Language and Age - Language and Occupation - Language Change Over Time - Language and Gender This could be useful to re-cap from the AS course, for revision towards the end of the AS course, or to give to students now on the second year of the new programme. Whilst it is not exhaustive, it's intended to give students a bedrock of relevant theorists explained in a brief but clear way, and it's a straightforward resource they can use for reference, revision, or to support other classroom/homework activities.

This resource comprises two parts and is tailored towards the AS Level/A Level in English Language & Literature (AQA new specification). The first part is a straightforward piece of independent study which students could do on Hemingway to give them some broad context for reading from the Anthology. The second resource is a booklet containing a range of activities to boost understanding and analytical skills. It has an AO1 focus but encourages students to forge links between language levels and meanings, which is something which my first year students have found tricky this year. The PETE paragraph structure mentioned refers to ‘point, evidence, technical terms, explain’ but could easily be tweaked to reflect any writing models you may use. It is bite-sized so that work can be reviewed as students go along, or for more able students, it could be used as homework. The development activity at the end of the booklet is more suited to the AS specification exams, but could be used as a way of engaging students with the Hemingway texts.

This revision pack is intended for the new AQA LangLit specification. It's for the Dramatic Encounters: Exploring Conflict element of the second paper for those centres doing Arthur Miller's 'All My Sons'. It contains: - Clear information about the format of the exam - An easy-to-understand explanation of the Assessment Objectives covered - Elements which could be written about for AO1 - A list of some of the possible areas of 'conflict' which could appear in the exam question - Detailed information on AO3 (context) - Some of the broader considerations of the play, such as moral responsibility - Some of my own 'made up' exam questions, which are in line with the sample material currently available.

This is a range of activities intended to support: **AQA English Language and Literature - Paris Anthology ** There is a range of different activities on each of the texts, taking a number of different approaches. There are specific language focuses throughout, to encourage students to get to grips with the ‘language levels’ AQA encourages. The activities range from planning grids, to sample assessment questions, to presentations (many of which are interactive and could be used for independent study) and structured booklets. I have also included some introductory grammar resources, which will help students to work with the texts. I make mention of two acronyms during the resources - PETE paragraphs (point, evidence, technical term, explain/elaborate) and GAPS - discussing a text’s genre, audience, purpose and structure. These could easily be modified to fit in with your centre’s usual methods. There is an abundance of material here which I hope you will find helpful.

This presentation contains an introduction to the controversy over 'inkhorn words' which originated in the 1500s. Whilst this slightly pre-dates the new specification start date for the language change material of 1600, it's important context and has been mentioned in AQA materials. The PowerPoint contains: - An easy-to-understand introduction to the idea of 'inkhorn words' and why they arose - Some examples of inkhorn words which didn't last - A timed task for students to think about why there would be resistance to some of these words - A look at the arguments for and against - A sample text extract on the topic from the mid-1500s, for students to read and questions for them to answer - The question of national identity and language - Some inkhorn words which are still in use, for students to read and use - Links between the Inkhorn Controversy and the Prescriptivist and Descriptivist schools of thought which followed (with a snippet from a modern Guardian headline which illustrates that controversy over language change is still current).

This set of resources contains a number of presentations, tasks and a guide booklet tailored towards a bite-sized approach to the new specification coursework. It assumes that you will be taking students through the different elements in class, with scope for them to then go away and work independently. I make mention of 'the textbook' on some of the slides - I'm referring to the Cambridge textbook. I've left this on (the book has been useful!) but feel free to remove if you're not using it. I go through: - Getting started on the NEA - Different kinds of investigations - The importance of data and research - The introduction and methodology sections (with examples) - The analysis section - Concluding and evaluating (with examples) - An introduction to the original writing component - An introduction to style models, with a short sample text - Writing the commentary (with an embedded mark scheme). This has worked well for my students this year. I hope it's useful to some of you!

This activity pack is intended to be used with AQA’s new specification English Language & Literature course - developing understanding of one of the texts in the Paris Anthology, Understanding Chic by Natasha Fraser-Cavassoni. The workpack includes a discussion of the key term ‘chic’, work on language techniques such as sensory language, more focused work on language techniques (such as how a sense of the dramatic is created in the text), mind-mapping, written extension tasks, and a recast activity which links in with other texts in the anthology.

Designed to accompany the new AQA specification for AS Level English Language & Literature: Paper 1 (Views and Voices) for those who have elected to study The Lovely Bones by Alice Sebold. This resource goes into general detail on the structure and timings of the exams, focusing on Paper 1; it deals with FAQs and provides structured guidance on how to prepare for the exam from three months prior to it. It also contains space for students to self-assess their own revision requirements, with some add-on activities on themes in the novel, plus comment on how setting, point of view, sense of space/place/time and characterisation are explored (in line with AQA's own guidance on exam responses). Finally, there are a range of text extracts and possible questions, to allow students to practice their writing skills. This resource is intended to be given out when all the reading is complete. It also presupposes that students will have kept a reading log.

This is a revision resource for students following the new specification AS English Language qualification (AQA). It focuses on Question 3 specifically, based on feedback from my students that they were unsure what to identify/how to structure responses. The resource pack contains: - A recap on how Q3 differs to Q1 and Q2; - The Assessment Objective for Q3 and how to interpret this; - A possible 'toolkit' to help students engage with the task, pointing them towards Genre, Audience, Purpose and Structure; - A bank of useful terms for comparing/contrasting; - Two sample texts linked by topic, in keeping with the exam style questions (although slightly shorter than the sample exam material provided by AQA, to fit in with revision); - A planning grid for initial approaches to the texts; - A sample response, which encompasses AQA's recent training as well as the sample mark scheme for Paper 1; - Some general pointers and guidance on how to approach this paper of the exam. This activity could be given for homework or independent study, or it could be modified for classroom use.

Two PowerPoint presentations relating to Language & Occupation, one of the areas which could come up in the first examinations of AQA’s new English Language AS specification (Paper 2). The areas covered: - Swales and ‘discourse communities’ - Applying Swales to the sample text given by AQA in their sample materials and Cambridge textbook - Activities and examples - Techniques and strategies for approaching a Language & Occupation question in the exam.

Closely following David Crystal's book, English as a Global Language, this reference booklet identifies some of the reasons for: - The English language's position of world importance - Issues and considerations surrounding the topic of English as a global language - What could happen in future. It is intended to support AQA's new A Level English Language (second year of the course). The booklet asks lots of questions: these could be for students to discuss in class, make notes on in their own time, or even draft their own exam questions for one another (if they can also identify a suitable piece of data to accompany their questions!) It should support learner understanding of some of the relevant context for the position of English.

This is a bundle of resources and a SOW for tackling Arthur Miller’s ‘All My Sons’ for the Dramatic Encounters element of the AQA A Level English Language & Literature qualification (new spec). The SOW spans 14 weeks, although this is based on my centre, which has 90 minute sessions (there was one lesson per week on the play). It provides directed reading activities, starters, extract analyses and presentations on aspects of the play. Some sample essay questions are provided. Quizzes to test understanding, sometimes mentioned in the SOW, can be found on Moodle: search for username ‘KeriLO’. There is also a revision booklet. (Where I refer to PETE paragraphs, this means Point, Evidence, Technical Term, Elaboration - it’s something we use here to encourage students to write in enough detail.)

A revision resource targeted towards AQA’s English Literature B A Level (7717). This tests understanding of the Aspects of Tragedy Keats poem ‘Lamia’, with a blend of independent learning tasks, discussion points, contextual info and some sample written activities, with a ‘to what extent?’ question to begin building towards essay-writing skills/exam skills.

WJEC Applied Diploma in Criminology. There aren’t many past papers to use, so this is a mock-up of one which addresses the topics and question styles.

Harvest by Jim Crace. Paper 2 of the AQA English LIterature B syllabus - Political and Social Protest Writing. This range of resources covers every chapter of the book by turn. It uses comprehension, recap, discussion and mind-mapping to build written skills. We taught this text for Section C (alongside Blake) but if your text combinations are different or you teach this text for Section B, there is still plenty of relevant material throughout. There is also a reading log, and two sets of revision session resources to revisit at the end of the term/year. Please note that where the resources mention an exemplar, this refers to the exemplar material available via AQA itself. References to the text refer to the Picador paperback edition (2013).

Based on the AS/A Level Paris Anthology for AQA English Language & Literature. Contains activities, centred around exam-relevant skills like language and structure, and ways to approach unfamiliar texts and genres. Intended to support students of all levels. The slides make mention of ‘PETE’ paragraphs (point/evidence/technical terms/elaboration) but could easily be modified for whatever structured paragraph model you use!

PowerPoints covering a number of the poems studied for this specification. I inherited this spec from another teacher and needed to make some quick resources. These may help you out!