This is a worksheet, detailing how to write up context for ‘An Inspector Calls’ (though it could be used for teaching other texts where context explanation is required. It runs through how not to do it and then how to do it, leaving a space for students to have a go themselves at the bottom. I’d imagine teaching it to the class, going through it together and discussing how and why the second one is better before getting them to write one themselves. Additionally, you might want to write an example together as a class, an example in pairs and then one independently to ensure mastery. All of my resources are influenced to some degree by ‘The Learning Scientists’: www.learningscientists.org Do check out my other resources and blog: https://idealisticteacher.edublogs.org You can find me on Facebook and Instagram as The Idealistic Teacher or An Idealistic Teacher. Thank you for taking the time to look at my resources. :)

This is a KS3 resource for those studying ‘A Midsummer Night’s Dream’, involving a short extract (taken from the end of Act 2, scene 1) and an exemplar explanatory paragraph. As a stretch resource, it focuses on how to structure the paragraph and language analysis. Space is provided for students to write their own second paragraph. Additionally, this resource has been created with layout ideas taken from ‘The Learning Scientist’, which should help students with accessing the text, processing its contents and remembering the work.

AQA GCSE students will benefit from this example ‘An Inspector Calls’ question using the latest question styles (May 2019). This would be useful as an independent stretch activity for more able students, and it would be possible to run through it as separate, timed class activities for less able students. It may be useful if students are failing to explain the writer’s language in depth. For students who are just coming across ‘An Inspector Calls’ essays for the first time, it would be useful to run through how to plan as a class, modelling how to answer before encouraging students to write their own paragraph. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my other resources and blog: http://idealisticteacher.edublogs.org/

AQA GCSE students will benefit from this example ‘An Inspector Calls’ question using the latest question styles (May 2019). This would be useful as an independent stretch activity for more able students, and it would be possible to run through it as separate, timed class activities for less able students. It may be useful if students are failing to explain the writer’s language in depth. For students who are just coming across ‘An Inspector Calls’ essays for the first time, it would be useful to run through how to plan as a class, modelling how to answer before encouraging students to write their own paragraph. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my other resources and blog: http://idealisticteacher.edublogs.org/

This writing challenge focuses on describing a slum - it might be worthwhile showing students 'Slumdog Millionaire from 06:30 to 09:30 minutes to help them visualise what life is like in a slum. KS4 students would benefit most from this writing activity which could be done as a stand alone lesson or to support the teaching of English Language paper one in general. This activity would be useful as stretch activities for more able students, although it would be possible to run through it as a class activity (perhaps planning together) for less able students. For students who are just coming across writing description for the first time, it would be useful to run through how to plan and write it up separately, before focusing on editing and improving. The Writing Revolution would suggest that approaching it through describing as a teacher (modelling how it’d done), then in pairs and then indvidually would lead to better responses too. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my blog and other resources! http://idealisticteacher.edublogs.org/

AQA GCSE Language students will benefit from these example non-fiction reading questions using the latest question format (May 2019). These texts will provide stretch activities for more able students, and it would be possible to run through these as class activities for less able students. For students who are just coming across the non-fiction exam for the first time, it would be useful to run through question by question, culminating in question four as an amalgamation of the previous questions. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Copyright for the modern hotel review belongs to: Becca Blond. Dogs Stay Free at Denver’s Hotel Teatro Posted on March 28, 2017 by Becca Blond The article can be found at:https://planetblond.com/2017/03/28/dogs-stay-free-at-denvers-hotel-teatro/ Take a look at my other resources or blog: http://idealisticteacher.edublogs.org/

KS3 students will benefit from this storyboarding activity. These poems would be useful as a supporting activity for less able students, although it would be possible to add in stretch through the addition of quotations from the story or students’ own dialogue. This could, also, be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my other resources!

AQA GCSE Language students will benefit from these revision activities, encouraging students to recap all fifteen poems and revise their content, language and themes. This activity is easily accessible for more able students as independent work, and it would be simple to run through these as class activities for less able students. This could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my other resources or blog: http://idealisticteacher.edublogs.org/

AQA GCSE students will benefit from these example unseen poetry questions using the latest question format (May 2019). These poems would be useful as stretch activities for more able students, although it would be possible to run through these as class activities for less able students. They may be useful if students are failing to understand the impact of context on the writing of a poem. For students who are just coming across unseen poetry for the first time, it would be useful to run through question one and poem one separately, before focusing on language comparison and poem two. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Difficult words are translated and there is some planning space provided. Take a look at my other resources!

This is a great start of year lesson. Getting to know our students straight away is essential if they are going to feel valued and, if we are going to be able to work well with them, a questionnaire is a great way. Whilst this is a simple sheet, it is essential to run through it with students so that they give detailed, helpful responses to the questions. For me, when I do this every year, the most important answers are the final questions, asking students about themselves. If I give potential answers, like “I’m lazy” or “I struggle with anxiety”, the answers are really helpful. I’ve even had students reveal significant information with the final question. If you’re unsure how to run through it, check out my blog: http://idealisticteacher.edublogs.org/2018/09/17/smashing-the-start-of-term-are-questionnaires-the-answer/ I’ve included two different colours to enable for colour and black and white photocopying… Thank you for your time!

This writing challenge focuses on ‘La Famille’, encouraging students to write accurate French for themselves by using certain criteria to provide a stretch. KS3 students would benefit most from this writing activity which could be done as a stand alone lesson or as homework to support lessons on the topic. This activity would be useful as stretch activities for more able students, although it would be possible to run through it as a class activity (perhaps planning together) for less able students. This is due to the reflective nature of the task, in that it expects students to redraft and improve their work. As a teacher, decide whether this will be individual work or whether peer-assessment would help. For students who are just coming across writing challenges for the first time, it would be useful to run through how to plan and write it up separately, before focusing on editing and improving. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my other resources and blog: http://idealisticteacher.edublogs.org

These are posters I’ve used for my classroom. They can be divided into two types - classroom communication and BfL. They seek to communicate with students, allowing them to receive messages and top tips as well as enabling further behaviour for learning. Rewards based, these posters encourage effort and producing work of the highest quality. Whilst the specific class names may not apply in your school context, I have included a blank class communication poster that could be adapted. Any comments, please do get in touch! Check out my other resources or take a look at my blog where I talk about these… https://idealisticteacher.edublogs.org/author/idealisticteacher/

AQA GCSE Language students will benefit from these example fiction reading questions using the latest question format (May 2019). This text would provide stretch activities for more able students, and it would be possible to run through these as class activities for less able students. For students who are just coming across the fiction exam for the first time, it would be useful to run through question by question, culminating in question four as an amalgamation of the previous questions. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Difficult words are translated and there is some planning space provided. Take a look at my other resources or blog: http://idealisticteacher.edublogs.org/

AQA GCSE Language students will benefit from these example fiction reading questions using the latest question format (May 2019). This text would provide stretch activities for more able students, and it would be possible to run through these as class activities for less able students. For students who are just coming across the fiction exam for the first time, it would be useful to run through question by question, culminating in question four as an amalgamation of the previous questions. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Difficult words are translated and there is some planning space provided. Take a look at my other resources or blog: http://idealisticteacher.edublogs.org/

Here, every poem from the power and conflict cluster is titled and summarised. Additionally, significant phrases from each poem are selected. These should be a handy revision aid for students or as posters to put up outside classrooms. They could also be cut up, becoming useful revision cards. These have become a real bible for my classes as we write essays based on the poems and a handy reminder for my less able students who struggle to remember what each poem is about… Do check out my other resources!

AQA GCSE students will benefit from this example ‘power and conflict’ exam style question for the current examination series (May 2019). This focuses on Exposure and Bayonet Charge. This would be useful as an independent stretch activity for more able students, and it would be possible to run through it as separate, timed class activities for less able students. It may be useful if students are failing to explain the writer’s language in depth. For students who are just coming across comparative poetry essays for the first time, it would be useful to run through how to plan as a class, modelling how to answer before encouraging students to write their own paragraph. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my other resources and blog: http://idealisticteacher.edublogs.org/

AQA GCSE students will benefit from this example unseen poetry question two and response using the latest question format (May 2019). This would be useful as stretch activities for more able students, although it would be possible to run through as a class activity for less able students. It may be useful if students are failing to understand how to explain language. For students who are just coming across unseen poetry for the first time, this would be useful to run through question one and poem one using an example, before focusing on language comparison for question two. Students approaching the exam could do this as a timed practice or it could be set as cover. THIS GOES WITH ANOTHER RESOURCE (SIMILARLY TITLED). The other resource has an additional poem and includes question one. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Difficult words are translated and there is some planning space provided. Take a look at my other resources! Or my blog: https://idealisticteacher.edublogs.org/author/idealisticteacher/

AQA GCSE students will benefit from this example ‘power and conflict’ exam style question for the current examination series (May 2019). This focuses on Exposure and Bayonet Charge. This would be useful as an independent stretch activity for more able students, and it would be possible to run through it as separate, timed class activities for less able students. It may be useful if students are failing to explain the writer’s language in depth. For students who are just coming across comparative poetry essays for the first time, it would be useful to run through how to plan as a class, modelling how to answer before encouraging students to write their own paragraph. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Take a look at my other resources and blog: http://idealisticteacher.edublogs.org/

AQA GCSE students will benefit from these example unseen poetry questions using the latest question format (May 2019). These poems would be useful as stretch activities for more able students, although it would be possible to run through these as class activities for less able students. For students who are just coming across unseen poetry for the first time, it would be useful to run through question one and poem one separately, before focusing on language comparison and poem two. Students approaching the exam could do this as a timed practice or it could be set as cover. Additionally, the formatting and layout has been influenced by ‘The Learning Scientist’ and their principles on how to make resources most accessible. Difficult words are translated and there is some planning space provided. Take a look at my other resources!

These resources seek to redress imbalances in most English curricula, containing writing challenges, unseen poetry analysis and non-fiction analysis by LGBTQIA+ writers and writers who are black, asian and from other ethnic groups often, wrongly, omitted from canon. Where possible, intersectionality has been considered too as we are more than one label… It is SO important that our children/students hear a range of voices and know that the world should value each of us equally. Thank you for taking the time to view these resources. Any mistakes or clumsy phrasing is my own - please let me know politely if I should change anything.