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btmmadstuff's Shop

A dedication to all those who are involved in the arduous yet rewarding education and teaching of English Language and Literature. My shop contains a number of resources which I believe are creative, innovative and original as a result of endless hours of hard work, research and utter commitment to the progress and successful achievement of all my students over the years. It's a privilege to share my resources and be a part of the global community of educators. Your feedback is most welcome!

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A dedication to all those who are involved in the arduous yet rewarding education and teaching of English Language and Literature. My shop contains a number of resources which I believe are creative, innovative and original as a result of endless hours of hard work, research and utter commitment to the progress and successful achievement of all my students over the years. It's a privilege to share my resources and be a part of the global community of educators. Your feedback is most welcome!
‘Of Mice and Men’ Diary Writing Features and Language Techniques

‘Of Mice and Men’ Diary Writing Features and Language Techniques

Another easy-to-follow, fantastic Powerpoint Presentation based on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 9 class. Includes an EXAMPLE of a DIARY ENTRY written by George (sharing his thoughts and feelings about Lennie after they ran away from Weed and arrived in Soledad) and students are given the opportunity to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Students finally create their own IMAGINATIVE diary writing imagining they are Lennie using the FEATURES and TECHNIQUES they have learnt so far.
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‘Twelfth Night’ Diary Writing Features and Language Techniques

‘Twelfth Night’ Diary Writing Features and Language Techniques

Another easy-to-follow, fantastic Powerpoint Presentation based on ‘Twelfth Night’ on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 9 class. Includes an EXAMPLE of a DIARY ENTRY written by Viola (confessing her love for Duke Orsino) and students are given the opportunity to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Students finally create their own IMAGINATIVE diary writing imagining they are Orsino using the FEATURES and TECHNIQUES they have learnt so far.
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‘Two Weeks with the Queen’ Morris Gleitzman – Writing a NEWS REPORT based on Colin’s quest to save h

‘Two Weeks with the Queen’ Morris Gleitzman – Writing a NEWS REPORT based on Colin’s quest to save h

An easy-to-follow Power Point guiding and preparing KS3 students towards a FINAL NON-FICTION WRITING ASSESSMENT TASK based on creating a NEWS REPORT. Includes TYPICAL FEATURES of NEWS WRITING together with EXAMPLES of HEADLINES, an INTRODUCTION, a PHOTO, a CAPTION and the MAIN BODY of a NEWS REPORT. Students focus on Colin’s quest to save his brother, Luke, in the novel, ‘Two Weeks with the Queen’.
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‘Hawk Roosting’ Poem (Ted Hughes) Comprehension Questions

‘Hawk Roosting’ Poem (Ted Hughes) Comprehension Questions

A series of COMPREHENSION QUESTIONS based on the poem ‘Hawk Roosting’ by Ted Hughes. Useful to check students’ understanding after annotating the poem in class. Includes relevant questions based on MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECTS on the reader.
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NEW!! EDUQAS GCSE LITERATURE COMPONENTS 1 AND 2 – WHAT THE EXAMINERS SAY

NEW!! EDUQAS GCSE LITERATURE COMPONENTS 1 AND 2 – WHAT THE EXAMINERS SAY

An easy-to-follow OUTINE of the EXAMINERS’ COMMENTS based on STUDENTS’ OVERALL PERFORMANCE during the 2017 GCSE EDUQAS LITERATURE EXAMINATIONS (Components 1 and 2). Includes STUDENTS’ SUCCESSFUL RESPONSES and EXAMINERS’ RECOMMENDED SUGGESTIONS FOR FUTURE IMPROVEMENTS in their RESPONSE to SET NOVELS/PLAYS, ANTHOLOGY POETRY and UNSEEN POETRY. Can be tweaked according to particular SET TEXTS studied.
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ANOTHER NEW Eduqas GCSE English Language - Component 2 - Practice Examination Paper (Reading and Wri

ANOTHER NEW Eduqas GCSE English Language - Component 2 - Practice Examination Paper (Reading and Wri

ANOTHER EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on ‘THEFT’ and includes a 21st CENTURY NEWS ARTICLE published in ‘The Guardian’ based on the Grenfell Tower Disaster and a 19th CENTURY LETTER published in ‘The Times’. Includes typical EXAMINATION QUESTIONS based on BOTH texts. Section B focuses on the same THEME and this time, students are expected to write a REPORT and a DIARY ENTRY accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.
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Eduqas GCSE English Language - Component 2 - Practice Examination Paper (Reading and Writing - Non-F

Eduqas GCSE English Language - Component 2 - Practice Examination Paper (Reading and Writing - Non-F

Another NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). This time Section A focuses on the THEME of ‘HOT AIR BALLOONING’ and includes an 19th CENTURY AUTOBIOGRAPHICAL EXTRACT from the book ‘Travels in the Air’ written by James Glaisher and a 21st CENTURY ONLINE NEWS ARTICLE published in ‘Travel Destinations’ in ‘The Telegraph’ based on the DANGERS of BALLOON FLIGHTS. Includes typical EXAMINATION QUESTIONS on BOTH texts. Section B focuses on the same THEME and students are expected to write both a FORMAL LETTER and a REVIEW accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.
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ANOTHER NEW Eduqas GCSE English Language Component 2 Practice Examination Paper (Reading and Writing

ANOTHER NEW Eduqas GCSE English Language Component 2 Practice Examination Paper (Reading and Writing

ANOTHER NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on the THEME of ‘CHILD LABOUR’ and includes a 21st CENTURY NEWS ARTICLE based on the EXPLOITATION of CHILD LABOUR in SWEAT SHOPS and a 19th CENTURY REPORT based on CHILD LABOUR in MINES and FACTORIES. Includes typical EXAMINATION QUESTIONS based on BOTH texts. Section B focuses on the same THEME and students are expected to write both a GUIDE and an INFORMAL LETTER accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.
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NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPERS (NON-FICTION and TRANSACTIO

NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPERS (NON-FICTION and TRANSACTIO

TWO Eduqas GCSE English Language, Component 2 Practice Examination Papers (Non-fiction and Transactional Texts). Typical examination questions based on both Sections A and B with close focus on both the READING and WRITING requirements of this component. Questions assess A01, A02, A04, A05 and A06 in accordance with the expected Eduqas examination criteria. These can be used as MOCK papers as part of students’ revision in preparation for the examination.
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‘Holes’ by Louis Sachar - Reading Assessments - Chapters 13 and 38

‘Holes’ by Louis Sachar - Reading Assessments - Chapters 13 and 38

PRE-READING and FINAL READING ASSESSMENT TASKS based on CHAPTERS 13 and 38 of the novel ‘Holes’ by Louis Sachar. This includes COMPREHENSION QUESTIONS, copies of EXTRACTS from each chapter, USEFUL VOCABULARY, suggested LANGUAGE TECHNIQUES, a suitable PLAN to STRUCTURE students’ responses together with EXAMPLES of MODEL PEEZER Paragraphs for students to follow in response to relevant questions. Aimed at HIGHER ABILITY KS3 students but can be adapted to suit LOWER ABILITY students too.
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ANOTHER NEW Eduqas GCSE English Language - Component 2 - Practice Examination Paper (Reading and Wri

ANOTHER NEW Eduqas GCSE English Language - Component 2 - Practice Examination Paper (Reading and Wri

ANOTHER EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on ‘The Natural Landscape’ and includes a 21st CENTURY ONLINE NEWS ARTICLE based on Wind Farms and a 19th CENTURY LETTER written in 1818 by the famous ROMANTIC POET, JOHN KEATS to his younger brother, Tom Keats, during a walking tour of Scotland. Includes typical EXAMINATION QUESTIONS based on BOTH texts. Section B focuses on the same THEME and this time, students are expected to write A FORMAL LETTER and a GUIDE accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.
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‘MATILDA’ (ROALD DAHL) READING ASSESSMENTS - Miss Trunchbull and Miss Honey

‘MATILDA’ (ROALD DAHL) READING ASSESSMENTS - Miss Trunchbull and Miss Honey

PRE-READING and FINAL READING ASSESSMENT TASKS at KS3 LEVEL based on the novel ‘Matilda’ and the MAIN CHARACTERS: Miss Trunchbull and Miss Honey. Includes relevant, selected QUOTES from the novel, EXAMPLES of PEEZER PARAGRAPHS and useful VOCABULARY used to describe and analyse CHARACTERS. Well-structured and concise resources to aid Year 7 students’ learning and development of their READING SKILLS.
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‘The Soldier’ Poem (Rupert Brooke) Comprehension Questions

‘The Soldier’ Poem (Rupert Brooke) Comprehension Questions

A series of COMPREHENSION QUESTIONS based on the poem ‘The Soldier’ by Rupert Brooke. Useful to check students’ understanding after annotating the poem in class. Includes relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.
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NEW Eduqas GCSE English Lang Comp 1 Practice Examination Paper

NEW Eduqas GCSE English Lang Comp 1 Practice Examination Paper

Another Eduqas GCSE English Language, Component 1 Practice Examination Paper. In particular, Section A focuses on an extract based on Bullfighting in Spain. Both Sections A and B contain typical examination questions based on the requirements and assessment of A01, A02, A04, A05 and A06 in accordance with the expected Eduqas examination criteria. Another useful Revision Mock Paper for all students studying this course.
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REVISION - EDUQAS GCSE ENGLISH LANGUAGE - COMPONENT 1, SECTION B, CREATIVE PROSE WRITING SKILLS

REVISION - EDUQAS GCSE ENGLISH LANGUAGE - COMPONENT 1, SECTION B, CREATIVE PROSE WRITING SKILLS

An excellent resource based on Component 1, Section B of the Eduqas GCSE English Language Examination. Particular focus on: Example Examination Questions, The Narrative Structure, Sentence Structures and Sentence Starters, Using more SOPHISTICATED Punctuation, Pathetic Fallacy, The 5 Senses, Figurative Language (Similes, Metaphors and Personification), useful ADJECTIVES, VERBS and ADVERBS and a final TICK BOX ASSESSMENT sheet for students to use for their own writing and PEER ANALYSIS. Includes various TASKS and CHALLENGES for students to practice using all these ESSENTIAL CREATIVE WRITING TECHNIQUES to aid in their successful response to Component 1, Section B of the Eduqas GCSE English Language Examination.
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NEW - ANOTHER EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and T

NEW - ANOTHER EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and T

NEW - ANOTHER EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on the ‘NATURAL LANDSCAPE’ and includes a 21st CENTURY ONLINE NEWS ARTICLE based on WIND FARMS and a 19th CENTURY LETTER written by the famous ROMANTIC poet, John Keats, during a WALKING TOUR OF SCOTLAND. Includes typical EXAMINATION QUESTIONS based on BOTH texts. Section B focuses on a similar THEME and students are expected to write a FORMAL LETTER to a LOCAL COUNCIL and a GUIDE aimed at TEENAGERS on RECYCLING. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.
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‘Matilda’ by Roald Dahl – Writing an Informal Letter from Matilda

‘Matilda’ by Roald Dahl – Writing an Informal Letter from Matilda

NEW - A WRITING ASSESSMENT based on writing an INFORMAL LETTER from Matilda to a relative or close friend. Includes a suggested STRUCTURE of an INFORMAL LETTER, an OUTLINE of the TASK based on the character of Matilda and a related SPAG ACTIVITY based on using COMMAS, SEMI-COLONS, COLONS and DASHES correctly.
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‘Holes’ by Louis Sachar - Pre - Reading Assessment - Chapter 13

‘Holes’ by Louis Sachar - Pre - Reading Assessment - Chapter 13

A PRE-READING TASK based on CHAPTER 13 of the novel ‘Holes’ by Louis Sachar. This includes a series of COMPREHENSION QUESTIONS, a copy of CHAPTER 13 together with an EXAMPLE of a MODEL PEEZER Paragraph for students to follow in response to relevant questions. Aimed at HIGHER ABILITY KS3 students but can be adapted to suit LOWER ABILITY students too.
btmmadstuff
NEW - Eduqas GCSE English Language Component 1 - Practice Examination Papers

NEW - Eduqas GCSE English Language Component 1 - Practice Examination Papers

TWO Eduqas GCSE English Language, Component 1 Practice Examination Papers (20th Century Literature Reading and Creative Prose Writing). Typical examination questions based on both Sections A and B with close focus on both the READING and WRITING requirements of this component (Section A and B). Questions assess A01, A02, A04, A05 and A06 in accordance with the expected Eduqas examination criteria. These can be used as MOCK papers as part of students' revision in preparation for the examination.
btmmadstuff
'Blood Brothers'  Diary Writing Features and Language Techniques

'Blood Brothers' Diary Writing Features and Language Techniques

Another easy-to-follow, fantastic Powerpoint Presentation based on TYPICAL FEATURES and LANGUAGE/STRUCTURAL TECHNIQUES used in Diary Writing. This was created for my lower ability Year 10 class in preparation for the GCSE Eduqas English Language Syllabus (Component 2, Section B: Writing Non-Fiction Texts) combined with their study of the play ‘Blood Brothers’ by Willy Russell (Component 2, Section B: Post-1940 Drama). Includes an EXAMPLE of a DIARY ENTRY written by Mickey (after he discovers Linda and Edward’s affair) for students to ANALYSE, IDENTIFY and SELECT the MAIN FEATURES and LANGUAGE TECHNIQUES used in Diary Writing. Includes thoughtful TASKS and RESOURCES and possible HOMEWORK activities offering a choice of DIARY-WRITING TASKS based on other characters’ thoughts and feelings in the play. Students finally create their own IMAGINATIVE diary writing using the FEATURES and TECHNIQUES they have learnt so far.
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