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 saving money 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 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. 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. 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.

The sheet allows students to fill in their own = key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or filled in as a class to identify gaps. Made to fulfill all the requirements of the AQA mark scheme, but can of course be used for other exam boards.

A succinct poster resource detailing key characters, quotes, author’s intentions, context, plot, and themes.

Check-lists of things to look for when analysing poetry, as well as lists of language types (colloquial, hypothetical, varying registers, etc), and the names for different types of meter. Also includes a glossary of poetic terms, and notes on different types of poems, such as sonnets, lyrics, ballads, etc. University level advice and techniques, but explained in an easy-to-understand way.

A list of all common Gothic tropes, with bullet point notes on things that could be discussed within each theme.

A full landscape sheet of key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or given to students to help them write a practise essay on Juliet’s character.

A full landscape sheet of key quotes, analysis notes, contextual facts, secondary supporting quotes, and grade 9 thoughtful, critical ideas. This could be used for revision, or given to students to help them write a practice essay on Juliet’s character.

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.

A top band, Grade 9 essay on the question of: “How does Shakespeare present deception in the play?” 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.

A top band, Grade 9 essay on the question of: “Starting with this extract (Act 4 scene 3), examine how Shakespeare presents the natural order”. 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.

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.

Covers mainly Eric and The Inspector, 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. Works towards: How does Priestley present change in An Inspector Calls?

A lesson considering critical theories on monsters within The Gothic genre. Includes key themes, critical quotes and analysis, and how to link this to not only TBC but also other Gothic texts, for context marks. Key quotes are highlighted from The Bloody Chamber, and linked to their wider patterns in the text. Made for The Bloody Chamber A Level OCR spec, but suitable for any work on the book.

Covers Mr Birling, Mrs Birling, Sheila, Eric, 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: “substantial and heavily comfortable but not cosy and homelike” “The lighting should be pink and intimate until the INSPECTOR arrives and then it should be brighter and harder.” “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 present the theme of social class in An Inspector Calls?

Fully differentiated with essay practice included. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, analysis and questioning of key ideas, key quotes that can be analysed individually or as a class, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for class conversations, and opportunities for students to mark and improve their own work. Works towards: Starting with this extract, how does Shakespeare present the supernatural?

Fully differentiated with essay practice included. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, analysis and questioning of key ideas, key quotes that can be analysed individually or as a class, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for class conversations, and opportunities for students to mark and improve their own work. Works towards: Starting with this extract, how does Shakespeare present appearances?

Fully differentiated with essay practice included. This lesson covers key context, an audience and reader’s expectations and reactions, writing a thesis statement, analysis and questioning of key ideas, key quotes that can be analysed individually or as a class, as well as a writing frame to support all students. Key vocabulary, terminology, and paragraph structuring is included, as is an option for class conversations, and opportunities for students to mark and improve their own work. Works towards: Starting with this extract, explain how Shakespeare presents masculinity.