This is a manual specifically written to support Subject Mentors looking to guide NQTs or ITT trainees through their first year of practice. It contains the Teachers’ standards and suggests practical ways in which these can be met, practised and evidenced. It is also useful for Professional Mentors for mentor training etc. It has a step by step sequence which helps to structure a first year of NQT induction.
It contains a calendar which can be used to crate an observation schedule, training events etc. It also gives support on ‘what to cover in your first mentoring meeting’ or 'getting your NQT to see the ‘bigger picture’ etc.
Each worksheet comprises of 2 landscape A3 sheets which trace Shakespeare’s imagery throughout the play. It enables students to trace how Shakespeare creates meaning through imagery. My students struggled initially with incorporating their interpretation of method into assessed responses and since using these they are able to follow themes more confidently and can explore Shakespeare’s craft much more successfully.
I created a set of 4: body and disease, bird and animal, clothing and light and darkness. I’ve used them mostly with higher ability students but they easily be edited for differentiation by deleting some of the higher order considerations. This resource contains 2 of the imagery investigations: animal/bird and body and disease.
Summary sheets and boxed information with key analytical points for 3 key speeches for Macbeth. The dagger soliloquy is higher order with alternative and sophisticated interpretations. Can be easily differentiated to suit lower ability. Colour-coded analysis for each key reference etc. Could be used as teaching notes or as revision guide for these speeches.
An overview of the roles and responsibilities of a middle leader / Curriculum Leader / Head of Department. It gives an outline of the roles and responsibilities involved in the role as they ‘walk through’ a school year. There is a checklist divided into annually, termly, half-termly, weekly and daily and it comprises of operational and strategic responsibilities.
An a3 worksheet with structured and colour-coded questions to enable students to explore the speech in detail. It allows alternative interpretations and all the questions direct students towards analysing key aspects of a02 / language. Students found it helpful and their understanding of the speech helped them with the extract for their next assessment. They then went on to explore Lady Macbeth in the wider play for the 2nd bullet point on AQA English Lit.
A series of slides which analyse the poem at word and sentence level. A series of questions and very detailed annotations / interpretations of meaning. Questions and explorations all centre around AO1,2 & 3. Good for first teaching in detail and also for revision and exploring alternative interpretations.
This resource contains: 2 sides of A4 containing detailed analysis notes of act 2 in Macbeth. Suitable for higher ability students to use independently for revision or annotation. Also useful for teaching key points from this act. Contains different interpretations and ideas for analysis.
It contains a worksheet for analysing act 2.2. Spaces for answers - maybe a revision lesson launch activity for 1st ten mins of recall.
Finally an a3 copy of the dagger soliloquy and an a4 sheet containing coloured boxes containing a ‘translation’ of the speech. Cut and stick task which requires translating the speech into modern language. This was designed as platform before interpretation began. This is designed to be an independent activity.
A whole class feedback template ready to type your students’ names. This was used after a grade review exam about how far Shakespeare presents Lady Macbeth as evil and unnatural. The extract is following the letter and her soliloquy in act 1 scene 5 ‘come you spirits that tend on…’.
There are extensive ideas that the students could develop about the extract in terms of analysis and ideas that they could have included from the wider play for the second part of the question.
1 sheet of A3 which traces key references to clothing and appearance and reality throughout the whole play. Students become more confident with A02 and how Shakespeare creates meaning through his methods.
Other types of imagery explorations are available in my shop. I’ve shared Light and Dark and birds/animals and body/disease is also available.
Can be used to teach a full lesson on A02 method or as an independent exploration / revision for GCSE students.
Two sheets of an A3 ‘thinking mat’ which take students step by step through a close analysis of the sleepwalking scene. It links back to earlier references and asks students to focus on A01 and 2 in particular. It looks in detail at how the scene reflects back to earlier events and why Lady Macbeth is suffering from a fragmented, disordered mind.
2 A3 sheets which enable students to explore the banquet scene in terms of A1,2 & 3. This could serve as in-depth revision or as an independent analysis / exploration task. The questions are asked in order and some make links between other parts of the text and the extract.
A set of three structure strips for use when teaching close analysis of two key soliloquies in act one of Macbeth and when analysing or exploring the banquet scene (3,4). These support an independent exploration / extended writing of key speeches in Macbeth.
A line by line analysis of this dramatic monologue which asks students to consider word and method level analysis. Each slide suggests various interpretations of Browning’s methods and techniques. A set of worksheets accompany the slides so that students can retain a detailed analysis of the poem. Sample analysis of various methods are included to model how students should be using method to explore their interpretations. All questions are focused on AO1,2 & 3 analytical points.
A series of slides which contain a close analysis and exploration of Bayonet Charge by Ted Hughes. Each slide contains a series of questions to explore AO1,2 and 3 in depth. This would need a series of lessons to cover this detail, or the slides could be used for revision.
A detailed series of slides which explore and analyse the poem ‘Remains’ by Simon Armitage. Students are asked questions and annotations are provided at word and sentence level analysis. Each stanza is explored in detail in terms of AO1,2 & 3. There is also a qu 5 Language task and a prompt for a creative response.
An A3 sheet which draws direct comparisons between Macbeth’s thoughts before the murder of Duncan and then the planned murder of Banquo. It asks students to be able to focus on an extract but then draw direct links to an earlier / later soliloquy. Can be a lesson / group discussion or an independent activity.
A 2 sided a4 worksheet which contains analytical questions to enable students to explore the scene. It enables them to write at length about the key metaphors and list the ‘stickability’ quotations in a quotation bank at the end.
Suitable for revision of Macbeth or for setting an assessment after the first act of the play. The slides contain group questions to plan an essay in six parts. Questions are based around English Lit GCSE AQA A01,2 & 3.
The resources could also be used after an assessment to ‘close the gap’ on the questions.
Recall activity of Banquet scene bingo with teacher’s questions.
2 sheets of A3 which trace the use of light and dark imagery throughout Macbeth. This can be used to teach a lesson on this method / A02 or, to create a group independent exploration. Analysis questions are given and by the end of the activity students feel a lot more confident about how and why Shakespeare uses this imagery to create meaning.
In the drive to develop staff and make them more evaluative this is an observation form with key progress indicators which exceptional practitioners often show. It is designed to help practitioners isolate key aspects of their classroom craft and develop these in an incremental and supportive way. It is to help staff move from good to great and also to help those who are unclear what constitutes exceptional practice day in, day out. One of its key strengths is to help observers give constructive and useful feedback focused on the skills that make a significant difference to the learners’ experiences.