Students explore extracts taken from Anne Frank’s dairy and explore the language she uses to express her feelings. Focus is applied to forming deeper interpretations. Reading is also provided around the Holocaust which leads into an imaginative writing speech task based on this. Do now quizzes also included.

A lesson that encourages students to think deeply when exploring Churchill’s speech. Students work towards answering the question: How does Churchill attempt to motivate the British people?

A resource that supports children in creating a comparison of perspectives using Owen’s ‘The Send Off’ and Brittain’s ‘Perhaps.’

This resource begins by getting students to explore the poem as an unseen poem. It then guides them through how to answer a language analysis question.

This knowledge book has been created so that students work through it in lessons rather than using an exercise book for all activities. Exercise books are then just used for extended writing. All key knowledge for Macbeth has been pre-determined and this booklet provides that knowledge alongside purposeful activities and tasks for each scene of the play. When complete - students then have a perfect revision guide to use as part of their exam preparation. Included in this knowledge book: 32+ lessons covering every scene a ‘do now’ knowledge retention activity in every lesson a powerpoint with all knowledge quiz answers a big and small question to guide learning and discussion key knowledge including key terminology embedded contextual links as part of ‘extended reading’ an appendix containing scaffolded activities activities that also help students to work on the skills required for the language papers opportunity for students to develop narrative and transactional writing opportunity to develop language paper 1 and 2 skills Also useful for students to use as a revision booklet ahead of GCSE examinations.

This resource contains 5 lessons in the form of a knowledge work book for Act 1 scene 2 of The Tempest with particular focus from when Ariel enters the scene. The lessons deal with Prospero as a leader and how he treats those in his charge. Each lesson begins with a ‘do now’ knowledge quiz. (Answers included) Over the course of 5 lessons students will: Read and understand complex material surrounding ‘colonisation’ Retain key knowledge Use art to draw conclusions about character Annotate extracts for language devices and inferences Analyse Shakespeare’s presentation of Prospero Draw similarities and differences between the ways he treats Ariel and Caliban Effectively plan an argument Write an effective argument

A six week activity book that could be used independently in class or for homework. Over the course of the six weeks students will work on strategies for effective writing which culminates in producing a piece of writing to argue in the final week. Each week’s work begins with a retention quiz. Students develop confidence in: Understanding and identifying the GAP Opening hooks Language devices for effect Punctuation Planning for writing

A set of 24 quick questions to test students on their knowledge of Jekyll and Hyde. Ask students approx 5 questions per day and increase over time. There is a mixture of context based questions, chapter questions and quotation fill questions.

A revision scheme of work on Jekyll and Hyde for the 9-1 English literature course. The scheme follows an extract booklet of 10 key extracts with lots of differentiated tasks for students to complete based on each one. The scheme allows students to revise the text and apply the necessary skills for the exam. Also included: structure strips sample exam questions extract booklet work sheets including tension graphs peer/self assessment sticker template

A presentation containing several strategies to get students planning their responses before they start writing. Also included are some templates and resources to help students form an effective plan and then enable them to move on to structuring a cohesive and structured response to the question. Also included are resources and strategies to encourage students to spend time editing and re-drafting their responses. Resources included: Narrative writing planning template Non fiction writing planning template Structure strips Sample writing questions presentation containing many possible strategies Editing resources

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit n the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 2 scene 3 The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit n the real 9-1 examinations and are phrased in the same ways too. This paper uses an extract from act 1 scene 5 The student responses can then be marked using the relevant mark scheme for Shakespeare. Assessment requires extract analysis and then question b is based on the play as a whole.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 10.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 9.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 3.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from The Carew Murder Case.

With very few sample assessment materials provided by the exam boards I have created my own. They have been made to look exactly like the assessments that students will sit in the real 9-1 examinations and are phrased in the same ways too. The student responses can then be marked using the relevant mark scheme for literature. The extract in this assessment is taken from chapter 6.

A selection of activities that make links to other literature texts whilst studying the poetry in an effort to help student retention of previously studied texts. Activities make links to: An Inspector Calls Romeo and Juliet Each activity takes a theme that is evident in a particular poem and encourages students to make connections with the same theme in other texts that have been studied.

A scheme of work for the AQA power and conflict poetry unit. The MTP signposts opportunities to make links to the other literature texts. The texts that are linked to are: Romeo and Juliet An Inspector Calls Opportunities to develop language paper skills are also signposted.