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Ms W's English Shop

I am an English specialist and Head of English, Drama and Media. I am passionate about supporting all students to access the English curriculum, to achieve at the highest possible levels in their exams and to love the subject. I currently teach AQA and have created lots of full schemes of work which develop exam skills and independence. All my resources have been tried and refined in the classroom; I hope that you will find them useful and welcome all constructive feedback and dialogue.

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I am an English specialist and Head of English, Drama and Media. I am passionate about supporting all students to access the English curriculum, to achieve at the highest possible levels in their exams and to love the subject. I currently teach AQA and have created lots of full schemes of work which develop exam skills and independence. All my resources have been tried and refined in the classroom; I hope that you will find them useful and welcome all constructive feedback and dialogue.
24 Lesson SoW -AQA GCSE English Language: Fiction Texts
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24 Lesson SoW -AQA GCSE English Language: Fiction Texts

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• 8 Week, 24 Lesson Scheme designed for teaching or revision of GCSE-level fiction reading skills. The scheme was created specifically for AQA English Language GCSE Paper 1, but may be useful for schools doing other exam boards. It aims to develop whole-text reading skills from the outset. • The scheme predominantly focuses on responding to reading questions, but there are some linked writing lessons in which students plan/create their own fiction texts. • Week 1 and 8 are set aside for baseline and final testing using exam-board papers of your choice, hence the resources included start at Week 2 and finish at Week 7. • The texts are taken from the AQA Anthology ‘Telling Tales’ and the AQA Paper 1 Reading Support Booklet, or are included as individual extracts. I cannot include the AQA Anthology or Reading Support booklet here for copyright reasons, but the anthology is available for order free of charge here for schools doing AQA. The reading support booklet is available online as a PDF here: https://filestore.aqa.org.uk/resources/english/AQA-87001-RSB.PDF • The texts/extracts covered are: 1. My Polish Teacher’s Tie (Helen Dunmore); 2. Paddy Clarke Ha Ha Ha (Roddy Doyle). 3. Goldfinger (Ian Fleming); 4. Bring Up the Bodies (Hilary Mantel); 5. Remarkable Creatures (Tracy Chevalier). 5. I’m the King of the Castle (Susan Hill). 6. The Thirty-Nine Steps (John Buchan); 7. Chemistry (Graham Swift); 8. Birdsong (Sebastian Faulks). 9. Spies (Michael Frayn). 10. The White Tiger (Aravind Adiga). 11. The Awakening (Kate Chopin – Extra Challenge Reading). • Assessments: Baseline Paper 1 assessment (your choice); 2 teacher assessments with 2 D.I.R.T lessons; 2 peer/self-assessments; final Paper 1 Exam (your choice) • The D.I.R.T lesson is planned into the scheme for the lesson after the teacher assessment; however, this is a ‘floating’ lesson and there is flexibility in when it is delivered to accommodate marking. It should be delivered within 4 lessons of the assessment to ensure timely feedback. The D.I.R.T lesson will include both structured and independent tasks. • There is a focus on mastery of whole-text reading skills and technical writing skills. Interleaved activities are planned to prepare students for the independent reading requirement, the creation of their own non-fiction texts, as well as the SPaG element of the AQA GCSE qualifications. There are a number of fluency activities. • Homework is inbuilt but is called Independent Study and is designed to be challenging. It is an essential element of the scheme and linked class activities are based upon independent study tasks. The aim is to improve students’ independent study skills, reform their view of ‘homework’ so that they understand its central role in their learning and significantly improve the rate and quality of completion. • Teaching instructions & differentiation suggestions are contained within the notes of the PowerPoint slides.**
48 Lesson Animal Farm AQA GCSE Scheme of Work - Fully Resourced
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48 Lesson Animal Farm AQA GCSE Scheme of Work - Fully Resourced

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• Fully-resourced 12 Week Animal Farm Scheme. • 48 lessons including fully-planned and resourced assessments. Includes 8 peer/self-assessments, 4 teacher assessments and 4 structured D.I.R.T lessons. • The content is deliberately designed to be challenging, in terms of concepts, vocabulary and context. An illustration of activities includes: Mini Lectures, frequent assessment and opportunities for extended writing, research lessons, contextual source material drawn from GCSE History, high level modelling materials and frequent use and repetition of sophisticated vocabulary. • There is a focus on mastery of key technical writing skills. Writing skills lessons & activities are interleaved to prepare students for the SPaG element of the AQA GCSE qualifications. There are a number of fluency activities. • A ‘language through literature’ approach is taken, with the inclusion of reading and writing tasks clearly linked to AQA English GCSE Language Papers 1 & 2. • Homework is inbuilt and is called Independent Study; it is designed to be challenging. It is an essential element of the scheme and linked class activities are based upon independent study tasks. The aim is to improve students’ independent study skills, reform their view of ‘homework’ so that they understand its central role in their learning and significantly improve the rate and quality of completion. The level of challenge increases over the course of the scheme. • D.I.R.T lessons are planned into the scheme for the lesson after the teacher assessment; however, this is a ‘floating’ lesson and there is flexibility in when it is delivered to accommodate marking. It should ideally be delivered within 4 lessons of the assessment. The D.I.R.T lessons will include both structured and independent tasks. • All resources are included with the exception of the following, which I cannot include for copyright reasons: 1. The OCR GCSE Russian History Source Pack which is required for some Independent Study and 2. The article required in Week 5, Lesson 1, ‘The Ghosts of Yalta Still Haunt The World’ by Richard Ebbing. Both resources can be found on Google. • Detailed teaching instructions & differentiation suggestions are contained within the notessection of each PowerPoint slide. • For referencing and page number purposes, the Penguin Classics 2000 edition of the text has been used.
AQA Power and Conflict Poetry Detailed Revision Guide
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AQA Power and Conflict Poetry Detailed Revision Guide

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A detailed, 15-page revision resource for the AQA Power and Conflict Poetry cluster - one page per poem. For each poem, I have included: A commentary on key themes and ideas linked to power and conflict, including some analysis of language and poetic devices Key quotations Ideas on form, structure and perspective Contextual information Suggestions of other poems to make links to, with details and prompts on how to do so. I have designed this to boost my students’ knowledge of the details and context of each poem, to help them focus on the themes of power and conflict and to aid them in making links between the poems more easily.
Macbeth Detailed Character Revision Booklet
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Macbeth Detailed Character Revision Booklet

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A 24-page detailed and interactive character revision resource for Macbeth covering key characters in depth and twenty-two characters in total. This booklet is designed to give students the thorough and complex knowledge required by the new GCSE. The character profiles for major characters contain: Key Facts, covering their role and relationships in the play Character Function & Development, focusing in detail on how each character functions at a symbolic level, linking to relevant context, and how they develop over the course of the play Characteristics Key Quotations section, including space for students to do their own analysis of each quotation Summary of themes linked with the character Key summaries are also provided for minor characters, e.g. Lennox, Angus and Ross . Although the focus is on character, the resource also provides much detail on key events, themes and context. At the end of each section there is a space for students to make their own revision notes. At the end of the resource, there is a character development activity focused on how key characters evolve over the course of the play - the first of these is completed as an example and students should complete the others themselves when they have completed their character revision from the booklet. I have used this resource to: Provide staggered revision homework and followed up with tests on each character As a support resource for essay-writing As a way to introduce characters or explore them in more depth as a class. As a research resource for jigsaw learning activities, dividing the class into groups and assigning a major character to each group. To help students understand how to think about character function and development. Differentiation can be done in a number of ways - through the character assigned to a student, the sections they are asked to work on, and the number and length of quotations they are expected to revise. This is a particularly useful resource for a high-ability group with high target grades. It gives them the level of detail and breadth of knowledge that will allow their essays to stand out, and is designed to get them thinking at a functional and symbolic level considering the whole of the play. Any questions, please ask.
James Bond Structure Lesson - KS3 Introduction
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James Bond Structure Lesson - KS3 Introduction

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Learning Objective: To introduce the concept of structure in writing, understand key structural terminology and explore how this works in a James Bond story. **The resources included are as follows: Lesson slides including the following activities:** Starter on how suspense is created in an image * Introduction to three key questions that students will be able to answer by the end of the lesson * Introduction to structure * Treasure hunt activity - students work in differentiated pairs to find the five key parts of a James Bond story - Live and Let Die - that you have cut up and placed around the room and put them in order. (Resource provided) * Key structural terminology - e.g. problem, climax, resolution - introduced and students then work in differentiated pairs to label the different elements of the Bond story. * Class discussion activity - whole class discussion of what structure is and how it’s used for effect in the James Bond story, to prepare students for the subsequent writing task. * Individual writing activity - students answer the questions from the start of the lesson. (Resource provided). This provides stretch and challenge through the final question which asks students to write in as much analytical detail as possible. **2. Simplified version of James Bond story - Live and Let Die - , to be printed and cut up for treasure hunt activity. Comprehension and analysis questions to be answered individually in the final section of the lesson.**
GCSE English Non-Fiction Writing Models
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GCSE English Non-Fiction Writing Models

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Four non-fiction model writing responses that I created to help students prepare for the non-fiction writing section of GCSE English Language. The models are as follows: A persusasive letter from a teacher to the school Principal about changes to the school canteen (398 words - suitable for middle or lower ability groups). A letter to a friend who is coming to stay describing the things they can see and do in the area. This is a hybrid of letter writing and travel writing, combining the skills of writing to describe, explain and inform (945 words - this is a lengthy, high level response suitable for middle or higher ability groups). A travel-writing article about Isafjordur in Iceland (452 words - suitable for a range of groups). A stop-smoking leaflet, aimed at persuading teenagers to quit smoking (381 words - suitable for a range of groups). Any questions, just ask!
Key Stage 3 English Language Exams
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Key Stage 3 English Language Exams

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Two English Language exams suitable for Year 7 and Year 8/9 respectively. Each exam has a reading section (Section A) and a writing section (Section B). There are two versions of the Year 8/9 exam, one of which has extra scaffolding to help students structure their essay response. The reading sections are both based on responding to the articles named below, which I cannot include here due to copyright issues but can easily be found on Google. Year 7 exam: Section A Reading - 8 comprehension and analysis questions based on the article ‘Remember When: Memories of Childhood Holidays in Mombasa’ by Yasmin Alibhai-Brown. There is a glossary of challenging vocabulary in the article. The first four questions are based on comprehension and information retrieval and the last four focus on language analysis. Questions 6, 7 and 8 require longer responses and offer students the opportunity to demonstrate extended analytical responses without requiring a full essay response which students at this stage might not yet be ready for. (Google the title of the article to find it on The Independent website). Section B Writing - Students have a choice of three writing questions. They should respond to one of these. The options are a descriptive piece based on a choice of two images, a creative piece and writing to inform the reader about a personal experience. Year 8/9 exam: Section A Reading - An extended essay question based on the extract from ‘Taking on the World’ by Ellen MacArthur. (Google the title of the extract to find it in the Edexcel IGCSE 2012 Anthology). There are two versions of this question, one of which has extra scaffolding to help students to structure their essay response. This is useful for students who are not yet confident in formulating independent essays. Section B Writing - Students have a choice of three personal reflective writing questions. They should respond to one of these. The options are a descriptive piece based on a choice of two images, a creative piece and writing to inform or explain. Any questions, please ask!
IGCSE English Language A Paper 1 Mock Exam
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IGCSE English Language A Paper 1 Mock Exam

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A full Paper 1 Non-Fiction Texts and Transactional Writing mock exam for the new Edexcel IGCSE English Language A 2016 specification, to be first examined in Summer 2018. I designed this to mimic the sample material provided by Edexcel so it includes all the question types you would expect to find in Sections A and B of the exam. The booklet is 19 pages in total, providing space for students to write their answers. The two extracts that Section A is based on are from the 2012 specification - ‘Taking on the World’ (Ellen MacArthur) and ‘Explorers, or Boys Messing Around?’ (Stephen Morris - also in the updated 2016 anthology). For copyright reasons, I can’t include these extracts, however they are easily found on the Edexcel IGCSE website in the 2012 anthology (green cover). Any questions, please ask!
Sentence Stems Display - For speaking and writing - 65 Slides
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Sentence Stems Display - For speaking and writing - 65 Slides

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A display of sentence stems to help students verbalise their ideas using academic language. 65 slides in total - two 'title' slides which works well at the centre of the display and 63 different sentence stems. The sentence stems range from straightforward (e.g. 'This quotation suggests...') to complex (e.g. 'The dichotomy between [civilisation and savagery] underpins the novel'.) Lots of examples from a range of literary texts including Lord of the Flies, Macbeth, Of Mice and Men, Romeo and Juliet. Ellipses and square brackets show students where they can insert their own relevant text/character/theme. There are also definitions of key words on many of the slides, e.g. 'quotation', 'inference', implies' etc. I have had this display in every classroom I've taught in and use it every day in discussions and writing with students, to help them verbalise complex ideas and use more formal language. This translates really well into essay writing and my students also use the display as a reference point when writing. *The preview doesn't display properly - the slides are formatted properly but for some reason this isn't showing in the preview.*
IGCSE Anthology Teacher Notes for Touching the Void, Passage to Africa and Your Guide to Beach Safety.
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IGCSE Anthology Teacher Notes for Touching the Void, Passage to Africa and Your Guide to Beach Safety.

3 Resources
Detailed teacher notes resources for the following Edexcel IGCSE English Language Anthology texts: - Touching the Void - A Passage to Africa - Your Guide to Beach Safety I created these as a teaching guide for myself but also gave them to students for revision purposes. They achieved very highly in their exam so these notes were effective. Please see individual resources for further details.
Anne Frank Diary Analysis Model Answer - for Edexcel IGCSE or other GCSE boards.
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Anne Frank Diary Analysis Model Answer - for Edexcel IGCSE or other GCSE boards.

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This model answer responds to the June 2013 paper of the Edexcel IGCSE English Language, which contained two extracts from Anne Frank's diary. The exam paper can be accessed on the Edexcel website if you wish to use the extracts with your students. Although this was created specifically for the IGCSE, it is a useful example of analysis for use with any GCSE English class. I created this model to demonstrate sophisticated and in-depth analysis to my top set students. The response is detailed - 635 words - and provides students with high target grades with a good level of challenge. Any questions, just ask!
Your Guide to Beach Safety - Detailed Notes for Teachers or Students
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Your Guide to Beach Safety - Detailed Notes for Teachers or Students

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Detailed 2-page resource of analytical notes on 'Your Guide to Beach Safety' plus past questions on the extract - for use with Section B of the Edexcel IGCSE in English Language. I prepared these notes for first-teaching of the extract but also ultimately gave them to students who found them very useful for revision purposes. The notes begin by focusing on purpose, audience and tone and then focus in close detail on key linguistic and structural choices made by the writer. This helped my students to gain the in-depth and high level knowledge and skills required to score well on this section of the IGCSE exam.
Touching the Void - Detailed Notes for Teachers & Students
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Touching the Void - Detailed Notes for Teachers & Students

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Detailed 3-page resource of analytical notes on 'Touching the Void' plus a list of past questions on the extract - for use with Section B of the Edexcel IGCSE in English Language. I prepared these notes for first-teaching of the extract but also ultimately gave them to students who found them very useful for revision purposes. The notes begin by focusing on purpose, audience and tone and then focus in close detail on key linguistic and structural choices made by the writer. This helped my students to gain the in-depth and high level knowledge and skills required to score well on this section.
A Passage to Africa Detailed Notes - For Teachers or Students
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A Passage to Africa Detailed Notes - For Teachers or Students

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Detailed 2-page resource of analytical notes on 'A Passage to Africa' by George Alagiah - for use with Section B of the Edexcel IGCSE in English Language. I prepared these notes for first-teaching of the extract but also ultimately gave them to students who found them very useful for revision purposes. The notes begin by focusing on purpose, audience and form and then focus in close detail on key linguistic and structural choices made by the writer. This helped my students to gain the in-depth and high level knowledge and skills required to score well on this section.
Dark Matter Resources
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Dark Matter Resources

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A selection of resources for teaching the novel Dark Matter to Key Stage Three. The resources included are: 1. A one-page set of analysis questions for Chapters 3 & 4, with a point, evidence explain model to show students how to write analytical paragraphs. 2. A creative writing lesson focused on using pathetic fallacy inspired by Dark Matter, including a group carousel activity. There are three resources for this: Lesson Slides, A3 carousel resources for printing and a 3-page handout for students including two extracts from Dark Matter in which Michelle Paver uses pathetic fallacy and a guidance page to help students start writing. 3. A sentences lesson which uses Dark Matter to teach students how to identify and use simple, compound and complex sentences - includes lesson slides and a 3-page worksheet of sentences exercises for students to practise. 4. A whole-text analytical essay writing activity to be completed once you have finished reading the novel. This one-page handout introduces the essay to students, gives them question options to choose from and models how to plan the essay. If you have any questions, please ask!
Romeo and Juliet Bundle
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Romeo and Juliet Bundle

4 Resources
Four Romeo & Juliet resources, suitable for revision or other activities. Bundle includes: - Detailed character profiles booklet (32 pages). Focuses on character role, function, development, links to themes, and key quotations. Designed to give students the rigorous knowledge they need for the new GCSE specification. - Key Motifs quotation resource - a 2-page resource with 27 quotation organised by key motifs including light & darkness, stars and religion. Perfect for focused revision. - A3 double-sided themes & characters quotation revision resource. Contains over a considerable range of quotations, demonstrating the crucial links between theme and characters and also leaving space for students to add their own additional quotations. - Treatment of women workbook, giving key contextual knowledge on women’s roles and space for students to complete tables about key female characters plus Lord Capulet and his attitude to women.
To Kill A Mockingbird GCSE Bundle
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To Kill A Mockingbird GCSE Bundle

6 Resources
Six resources on To Kill A Mockingbird - a mixture of activities including: - Full introductory lesson - Dramatic foils activity - Context handout (for first teaching or revision) - Symbolism handout (on key symbols such as the Mockingbird, the snowman, flowers and the mad dog. - ‘Mockingbirds’ activity focusing on all the characters who could be said to be symbols of innocence and vulnerability in the novel. - Practice exam/essay questions on the novel with a section on characters and one on themes. Please see the individual resource descriptions for further details. Thank you.
To Kill A Mockingbird Dramatic Foils Activity
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To Kill A Mockingbird Dramatic Foils Activity

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This worksheet explains the concept of dramatic foils and gives a model explanation of one pairs of foils in the novel - Calpurnia and Aunt Alexandra. The students then fill in an explanation for each of the other pairs of foils given - Atticus and Bob Ewell; Boo Radley and Nathan Radley; Maudie Atkinson and Stephanie Crawford. The aim is to encourage students to think about characters at a symbolic and functional level. This would make a good class activity or homework.
To Kill A Mockingbird Practice Exam Questions
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To Kill A Mockingbird Practice Exam Questions

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Sixteen practice exam questions for To Kill A Mockingbird GCSE, organised by character and theme. This has been done in preparation for new the Edexcel IGCSE Literature exam which is first examined in 2018 - the two sample questions provided by the board are in purple and the other questions that I generated for my students are in pink. This makes a useful schedule for practice essays, in class or for students to complete independently.
To Kill A Mockingbird Introductory Lesson - Fact-Finding Mission
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To Kill A Mockingbird Introductory Lesson - Fact-Finding Mission

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A carousel-based, independent learning lesson designed to introduce students to key facts and context for To Kill A Mockingbird. There are six stations on the carousel which focus on: the main character, Scout's Family, The Great Depression, Tom Robinson, Setting (including The Great Depression), Racism and Harper Lee. The slides provide the material for the carousel and should be printed. Students move around the carousels working in groups to answer the questions in the 3-page accompanying handout. This activity requires students to engage independently with key information about the novel and makes an effective introduction. Groups can be differentiated to support less-skilled students. You many choose to use a timer at each station.