Identifying features of both tabloids and broadsheet newspapers. Comparing differences and similarities in layout, text type, language and purpose. Comparing articles on 2011 London Riots.

Scheme of learning for KS3/4 study of Blood Brothers by Russell. Assessment based on Paper 2 of English Literature AQA. AO’s learning objectives focus. Lesson 1: Introduction to Mrs Johnstone AO1+AO3 Lesson 2: Learning More about Mrs Johnstone AO1+AO3 Lesson 3: The Agreement Between Mrs Lyons and Mrs Johnstone AO1+AO2 Lesson 4: The Twins are Separated AO1+AO2 Lesson 5: Mrs Lyons Sacks Mrs Johnstone AO1+AO2 Lesson 6: The Twins are Reunited AO1+AO2 Lesson 7: Mickey Visits Edward’s House AO1+AO2 Lesson 8: Caught by the Police AO1+AO2 Lesson 9: Moving Away AO1+AO2+AO3 Lesson 10: A New Start AO1+AO2 Lesson 11: Suspensions and Secrets AO1+AO2 Lesson 12: Mickey and Edward Reunited AO1+AO2 Lesson 13:Teenage Years AO1+AO2 Lesson 14: Adult Life AO1+AO2 Lesson 15: Crime and Punishment AO1+AO2+AO3 Lesson 16: The End AO1+AO2 Lesson 17: Exam preparation lesson 1 AO1+AO2+AO3+AO4 Lesson 18: Exam preparation lesson 2 AO1+AO2+AO3+AO4 Final Assessment Question, 45 minute timed essay Resources: AQA Paper 2 mark scheme Assessment objective tasks Character family tree Character worksheets Contextual knowledge sheet Final assessment task Glossary of literary terms Parallels and contrasts Student-friendly adapted mark scheme Teacher questions for learning Timeline of tension and events

LO: To explain the symbolism of doors in “The Strange Case of Dr Jekyll and Mr Hyde”. Students will answer comprehension questions about the cultural symbolism of doors and then read an extract comparing Jekyll's doors, showing awareness of him having two different sides.

Lesson for low ability doing Remains.

Students will write a formal letter, with differentiated assessment, modelling and planning resources to Donald Trump, using the GCSE Mark scheme for English Language Paper 2, Section B. LO: Students will be able to communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

Lesson includes descriptive writing assessment, GCSE English Language mark scheme inclusion in peer assessment and timers for planning. LO: Students will be able to use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Important quotes and explanations of quotes for Lady Macbeth. Linked to key themes in the play. Differentiated: pink = low, yellow = middle, green = high.

Descriptive writing of the storm scene in the style of the AQA English Language Paper 1 Section B question.

Debating lesson on how the ghost has effected Scrooge and whether or not he relents too quickly. Differentiated tasks.

Students will be able to evaluate the representation of the witches and the structure of the opening. They will look at different representations of the witches and how they are effective. They will look at their significance and importance in terms of role in the text. They will answer comprehension questions and complete a piece of writing.

The premise of this SOW is to have frequent quizzes and comprehension questions to check understanding. Every lesson has a plenary quiz at the end to check comprehension and knowledge of the characters and the storyline. There are also recaps of particular terms like pathetic fallacy, narrative, gothic and narrator. The first two weeks are dedicated to a simplified version of contextual knowledge. I chose to omit Freud and the Id, Superego and Ego because it is designed for low ability. But you can add and alter the SOW and alter the fortnightly quizzes to add questions and reteach sheets on this if you wish. The activities are designed to be for low ability in the sense that they are given sentence starters whenever they do discussion pair work and they also do bingo cards for chapter reading. Audiobooks are attached to the reading parts. There is an assessment right at the end of the unit on whether or not Mr Hyde is a frightening character. Bonus: there are fortnightly quizzes with answers and reteach sheets, with time allocated in the SOW to have reflection and review of learning time.

Students will be able to identify and explain the roles of key characters in the play (AO1&AO2) and to evaluate the role of Ed with appropriate textual references (AO4). (Lesson One) Planning for writing answer to the question lesson, looking at model example and examining why it is a good answer. Looking at Ed's character and his relationship with Christopher.

Identifying techniques in songs, discussing effects and then comparing/contrasting "Like a Pill" with "Teenage Dream".

Includes: A detailed knowledge organiser of the life of Shakespeare suitable for all years. Contextual knowledge fact sheets. A wider reading list with links to masses of articles/videos to support learning.

Comprehension and discussion questions, key words and images of Macbeth for students to answer on the sheet. Shorter to be able to strim down to stick in a book. Editable.

Discuss unemployment in the 80s Reading the scene with reading questions Discussion about growing up as a theme Discussion about poverty and crime Discussion about juxtaposition in these scenes P.E.E. writing frame Plenary.

Quiz for tutor times or rainy days. Rounds on literature, history, sports, STEM and geography.

To help students with Section B of AQA Language Papers 1 and 2 or others.

Card sort P.E.E. card match game that is modifiable for you to print off and use. Recommend for low ability of all year groups who struggle to create P.E.E. paragraphs. (Kamikaze AQA Power and Conflict Poetry inspired)