Suitable for any exam board that includes these poems, this is a SPECIAL OFFER guide on analysing the two poems 'I Wanna Be Yours' by John Cooper Clarke and Valentine by Carol Ann Duffy. 30% OFF USUAL PRICE! Fifteen pages long, fully annotated with a author context and line by line analysis, with a 'how to' compare and contrast, annotation table to fill in, and essay structure guide that can be used for all comparison and contrast essays, this can be used for revision, lessons and to get to know the works by pupils teachers and tutors. NOTE: This is a print-out document in full, and not able to copied into another document for both copyright/plagiarism and lesson content reasons; as it is a full lesson plan and document.

A brief but detailed summary on what skills would be needed to pass the 11+. It is three pages long and covers English, Maths, Verbal and Non Verbal Reasoning. Guides that are in-depth and cover ALL the tasks needed for all these skills, including exam papers exclusively produced for TES, will be/are available in the shop. Easy to read, and written in friendly language- for tutors, parents and students alike.

This is a guide for module 1 of Unit 1C (AQA) but suitable for all exam boards that offer this course: ‘The Tudors: England 1483-1603': Consolidation of the Tudor Dynasty: England 1485-1547. This should be read in conjunction with the other Unit 1C modules for A/S and A2 (available in the shop). Part 1 (available in the shop) focuses on an overview comparing the monarchial system Henry VII ‘inherited’ with the one he wished to create. (This guide could also be used as background for Unit 2B.) Part 2 of this first module is also available, which defines the Renaissance and sets forth arguments- as used to be merely accepted- as to whether Henry VII fits that definition. But this is part 3- the nature of his initial moves to establish the ‘Tudor dynasty’ and maintain his early tenuous grip on the throne of England. Without this context it is difficult to ascertain exactly what Henry VII did to consolidate the monarchy, and even if he succeeded, which is the whole point of this module. At A/S and A level you need to link events and policies if you want an A grade. Fully THIRTEEN pages long and annotated, with further reading options and revision style questions to check your knowledge, these compact yet detailed guides are essential reading that also cut down pupil study time. Made for the AQA exam board but suitable for all exam boards that do this topic, it is useful for teachers, tutors, parents and pupils for a frame of reference for a topic that used to be seen by traditional historians as an 'easy', black and white period of history- how we know it was no such thing.

This is a guide for module 1 of Unit 1C (AQA) but suitable for all exam boards that offer this course: ‘The Tudors: England 1483-1603': Consolidation of the Tudor Dynasty: England 1485-1547. This should be read in conjunction with the other Unit 1C modules for A/S and A2 (available in the shop). Part 1 (available in the shop) focuses on an overview comparing the monarchial system Henry VII ‘inherited’ with the one he wished to create. (This guide could also be used as background for Unit 2B.) Part 2 of this first module is also available, which defines the Renaissance and sets forth arguments- as used to be merely accepted- as to whether Henry VII fits that definition. Part 3 discusses the nature of his initial moves to establish the ‘Tudor dynasty’ and maintain his early tenuous grip on the throne of England. But this is part 4, which goes into depth about his actions and motivations for said actions after the Battle of Bosworth and until 1495. It also summarises important Acts and Statutes for this decade (though more depth on them and all his political policy will be/is available on the shop.) Without this context it is difficult to ascertain exactly what Henry VII did to consolidate the monarchy, and even if he succeeded, which is the whole point of this module. At A/S and A level you need to link events and policies if you want an A grade. Fully FOURTEEN pages long and annotated, with further reading options and revision style questions to check your knowledge, these compact yet detailed guides are essential reading that also cut down pupil study time. Made for the AQA exam board but suitable for all exam boards that do this topic, it is useful for teachers, tutors, parents and pupils for a frame of reference for a topic that used to be seen by traditional historians as an 'easy', black and white period of history- how we know it was no such thing.

This is the first part for the verbal reasoning component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 40 possible types of exercise that can turn up on these entrance exams, these are the first quarter. These methods are unique to me and I spent some years with real pupils developing them to the highest possible standard. This is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. The CEM based 11+ verbal reasoning will be added/ is available in the shop as an extra document. Three more part of this section of the VR are available in the shop. The answers are included, with some explanations. For parents, tutors and pupils who'd like to try for grammar or other selective school, each page has a full and friendly explanation of what to do and what tricks and traps to avoid, with sample questions to try at the bottom of each page. Twelve pages long and at a bargain price of £2 per section. ***Note that one or two typeos are always deliberately left in the NFer 11+ guides because they are notorious for having mistakes in their exams, one reason why many schools and LEAs are moving to CEM formats. Pupils need to know what it 'feels' like to find an error, to 'know' that examiners are fallible, how not to panic when they find an error as they will be awarded the mark anyway, and just to let the teacher/invigilator know. Parents/tutors do have this explanation ready when your child/pupil attempts these tests. Errors are most common on maths and codes exercises.***

This is the third part for the verbal reasoning component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 40 possible types of exercise that can turn up on these entrance exams, these are the first quarter. These methods are unique to me and I spent some years with real pupils developing them to the highest possible standard. There is an extra part (5) for exercises added to these tests from 2012 that has been created for exclusive online upload too. This section contains mathematical sequences, codes and algebraic and reasoning long questions. This is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. The CEM based 11+ verbal reasoning will be added/ is available in the shop as an extra document. Three more part of this section of the VR are available in the shop. The answers are included, with some explanations. For parents, tutors and pupils who'd like to try for grammar or other selective school, each page has a full and friendly explanation of what to do and what tricks and traps to avoid, with sample questions to try at the bottom of each page. Twelve pages long and at a bargain price of £2 per section. ***Note that one or two typeos are always deliberately left in the NFer 11+ guides because they are notorious for having mistakes in their exams, one reason why many schools and LEAs are moving to CEM formats. Pupils need to know what it 'feels' like to find an error, to 'know' that examiners are fallible, how not to panic when they find an error as they will be awarded the mark anyway, and just to let the teacher/invigilator know. Parents/tutors do have this explanation ready when your child/pupil attempts these tests. Errors are most common on maths and codes exercises.***