A top band, Grade 9 essay on the question of: “Starting with this speech (Act 4 Scene 3), explore how Shakespeare presents the theme of Kingship in Macbeth”. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Two starters are included, so you can split the slides into two different lessons. Quotes include: “unsinkable, absolutely unsinkable.” “a man has to make his own way—has to look after himself—and his family, too, of course” “I’m talking as a hard headed, practical man of business.” Works towards: How does Priestley use present the character of Mr Birling in Act 1?

GCSE AQA mark scheme focused. This lesson covers a poem by a British poet standard for the AQA style of poetry chosen.Examples of good quotes have been chosen with steps that students can use to easily analyse them. Language and Structure is covered, as well as a writing frame to support all students and make the comparison paragraphs easy work. Key vocabulary, terminology, and paragraph structuring is included, as is a second poem and question in case you have some extra time.

This lesson include extensive analysis of key quotes, notes on context, thoughtful alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Quotes included are: ‘Arthur you’re not supposed to say such things’ ‘Now Sheila don’t tease him. When you’re married you’ll realise that men with important work to do sometimes have to spend nearly all their time and energy on their business.’ “I’m sorry it should have come to such a horrible end. But I accept no blame for it” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “Go and look for the father of the child. It’s his responsibility.” Working towards: How is Mrs Birling presented throughout the play?

Covers mainly The Inspector, Gerald and Mrs Birling, considering gender and class. Fully differentiated and ready to go lesson, which can be done in 2-4 hours depending on which slides you use. This lesson covers key context, an audience and reader’s expectations and reactions, extensive analysis and questioning of key ideas, key quotes chosen with analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are targets for students to use to mark and improve their own work. Quotes include: “Go and look for the father of the child. It’s his responsibility.” “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl in her position.” “I hate those hard-eyed dough-faced women … She was very pretty – soft brown hair and big dark eyes” “gave me a glance that was nothing less than a cry for help” “All she wanted was to talk – a little friendliness – and I gathered that Joe Meggarty’s advances had left her rather shaken” “she was desperately hard up and at that moment was actually hungry” “She felt there’d never be anything as good again for her” Works towards: How is Mrs Birling presented throughout the play?

Planned for the Dr Jekyll and Mr Hyde text at GCSE level. Slides are included for themes of good and evil, science, duality, appearances vs reality. Quote recall tasks included for students to learn and complete quotes, as well as themes given so they can link them to essay questions. Three slides included for students to practise essay planning, as well as a mock question. Key vocabulary, terminology, and paragraph structuring is included, as well as opportunities for students to mark and improve their own work.

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quotes include: “We’re respectable citizens and not dangerous criminals” “I hate those hard-eyed dough-faced women.” “We’ve no proof it was the same photograph” “Everything’s all right now, Sheila. What about this ring?” Works towards: How does Priestley present Gerald’s character throughout the play?

This lesson include extensive analysis of key quotes, thoughtful extensive analysis on context and alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Quotes included are: ‘(about ring) - Sheila: “look mummy - isn’t it a beauty?” “But these girls aren’t cheap labour - they’re people” ‘Mother, I think it was cruel and vile’ “Between us we drove that girl to commit suicide” “Sheila: (rather distressed) Sorry! It’s just that I can’t help thinking about this girl – destroying herself so horribly – and I’ve been so happy tonight. Oh I wish you hadn’t told me. What was she like? Quite young? Inspector: Yes. Twenty-four. Sheila: Pretty?” Working towards: How is the character of Sheila Birling presented in the play?

This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, extensive analysis and questioning of key ideas, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quotes include: ‘millions and millions and millions of Eva Smiths and John Smiths still left’ “She’d swallowed a lot of strong disinfectant. Burnt her inside out, of course” "Young and fresh and charming” “Pretty” “isn’t it a beauty?” Works towards: How does Priestley present Eva Smith as powerless? How does Priestley present the lower class in An Inspector Calls?

A top band, Grade 9 essay on the question of: Starting with this extract (act 2 scene 2), how does Shakespeare present paranoia? The response considers both Lady Macbeth and Macbeth. Full mark model to be used for revision, notes, or lesson examples. AQA and Edexcel suited, and written specifically for the AQA GCSE English Literature mark scheme. Key quotes, thesis statement, top tier context, and multiple supporting quotes are included.

This lesson covers key Edwardian context, an audience and reader’s expectations, extensive analysis and exploration of context, an example extract, key quotes with grade 9 analysis notes, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work through target codes. Quotes include: “substantial and heavily comfortable but not cosy and homelike” “EDNA, the parlourmaid, is just clearing the table … of the dessert plates and champagne glasses” “decanter of port, cigar box and cigarettes” “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” Works towards: How does Priestley present the theme of social class in An Inspector Calls?

This lesson include extensive analysis of key quotes, notes on context, thoughtful alternative interpretations, themes, grade 9 critical ideas, and a question for independent student work with a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Quotes included are: “Why shouldn’t they try for higher wages?’ “You’re not the kind of father a chap could go to” “I was in that state when a chap easily turns nasty” We helped to kill her You killed her - and the child … my child ‘You’re beginning to pretend as if nothing’s really happened at all. And I can’t see it like that. The girl’s still dead, isn’t she?’ Working towards: How does Priestley use language to present Eric in An Inspector Calls?

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, relevant quotes, thoughtful extensive analysis on Kingship and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as are opportunities for students to mark and improve their own work. Key findings from examiner reports are included, as well as grade 9 exam advice. Ideal for: How is fear presented in Macbeth? How does Shakespeare present Macbeth’s fears? How does Shakespeare present Banquo’s ghost? How does Shakespeare present guilt and paranoia?

This lesson covers the structure of the exam paper, so students are aware of which questions are coming and how many paragraphs to write for each, as well as timings. The lesson sets out a simple strategy for approaching this question, to make it as accessible as possible for students. Writing an introduction (thesis) statement is included, as well as writing about structure. The lesson can be used as a template and adapted in order to practice many different poems before the exams.

This lesson covers key Jacobean context, an audience and reader’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. The lesson builds to the question, “Starting with this extract, how does Shakespeare present deteriorating characters?”. The main focus is on critical theories of madness, to do with Lady Macbeth.

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quote analysis is provided for: I fear thy nature; It is too full o’ the milk of human kindness That I may pour my spirits in thine ear Come, you spirits That tend on mortal thoughts, unsex me here Yet do I fear thy nature; It is too full o’ th’ milk of human kindness The raven himself is hoarse That croaks the fatal entrance of Duncan under my battlements

This lesson covers key Jacobean context, an audience’s expectations, extensive analysis and questioning of the scene and possible extracts, key quotes with grade 9 analysis notes, critical theorists and relevant quotes surrounding gender, thoughtful extensive analysis on gender expectations and context, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for debate, a second writing question template, and opportunities for students to mark and improve their own work. Quote analysis for: I grant him bloody, Luxurious, avaricious, false, deceitful, Sudden, malicious, smacking of every sin That has a name our country sinks beneath the yoke; It weeps, it bleeds Is this a dagger which I see before me, The handle toward my hand? A dagger of the mind, a false creation, Proceeding from the heat-oppressèd brain Suitable for example questions such as: Starting with this extract, how is Kingship presented? How are Malcolm and Macduff presented as leaders? How is Malcolm presented in the play? How does Shakespeare present corruption?

This assembly was made to explain what financial advisers do, as part of the build up to work experience week. This assembly is aimed at higher secondary school year groups (years 10-11), or sixth form students. Can also be used for form time. A focus is placed on getting girls into this field, too, as they are hugely underrepresented. The slides cover the basics of of the career so they are ready to learn more about it, or apply for work experience in these fields. The information is provided as a starting point and is in no way exhaustive: hopefully, a conversation can be started with students and the assembly can be adapted to their specific circumstances.

This assembly is aimed at higher secondary school year groups (years 10-11), or sixth form students. Can also be used for form time. A focus is placed on female investment and why being aware of money is so important for young girls The slides cover the basics of financial education so they are ready to take on their first jobs or the first steps in their savings journey. The information is provided as a starting point and is in no way exhaustive: hopefully, a conversation can be started with students and the assembly can be adapted to their specific circumstances.

This assembly is aimed at higher secondary school year groups (years 10-11), or sixth form students. Can also be used for form time. The slides cover the basics of financial education so they are ready to take on their first jobs or the first steps in their savings journey. The information is provided as a starting point and is in no way exhaustive: hopefully, a conversation can be started with students and the assembly can be adapted to their specific circumstances.