This resource was designed to be used after a class or cohort have sat the 2019 English Language paper 2. It’s set up to be used after a class has sat the exam and had their papers marked, but it wouldn’t take much modification to be used as part of a scenario where the students get the material, execute a preparatory strategy, answer the question and then peer/self mark. The material from the AQA mark scheme has been integrated into the PowerPoint, so students can get a sense of what level their response is before fine marking. I’ve done a few in this style and the students value them as revision tools too.

First things first, let me just say that the mind that created the Escape from Kraznir SoW was not mine - wish it was though… You are not buying the SoW (though I do include it as part of the pack so you have a frame of reference), that is available freely elsewhere. What you are buying is the 7 lessons that I created from this SoW and taught to my students. Let me say this - I have never had such a reaction creatively. My gast was well and truly flabbered as to their engagement and the effort they put in. I’ve created a single power point that contains all of the other lessons too - just for those who like continuity. NOTE: I used some of the sound effects from Warcraft 2, but I couldn’t put this up here (Blizzard may have something to say about that). However, you can use your own sound effects and music as and where you see fit (I liked using the Death of Optimus Prime Music from the Transformers Movie (not the Bay versions, the original cartoon version with Unicron) over the top of the farewell aspect in Lesson 2). This is a lot of fun. I promise. Seriously… PS: If you enjoyed this scheme of work, you might be interested in the follow up unit: https://www.tes.com/teaching-resource/ks3-fantasy-creative-writing-the-return-to-kraznir-12373343

My third lesson. This is designed to be a lesson where I as the teacher give less and the students give more of their own ideas - the group is reluctant to communicate. As a result, it is less "idea heavy" and far more task focused - you'll get a lot of markable material out of this.

SPAG lessons can get a little flat at times. These are the worksheets I’ve designed to use with my own SPAG group. It is designed to be taught in tandem with a Dystopian Fiction SoW that ends with a reading assessment. Specifically, these lessons focus on an extract taken from Michael Grant’s “Gone” - all extracts taken from the first chapter. The aim is to develop an increased understanding of each text through the asking of more and more complex questions. The tasks can be sat as part of a lesson (I reckon they’ll take most groups between 10-30 minutes depending on the groups setting), or make ideal homework and/or extension tasks. At the moment, the resources are set up to be taught to lower set year 7 students. But, it won’t be too hard to change the tasks to more suitable ones for any set. UPDATE: I’ve included some versions that are more suited to be printed out. They have some basic RAG feedback grids on the back with some generic targets.

My introduction unit for A-Level Language and Literature. It assumes that the academic voices of the students needs sharpening somewhat. I source a lot of stuff from various corners of the net and use it in the power points - pay particular attention to the notes element of the power points by the way. I also include a “model essay” the purpose of which is to get the students to move away from their formulaic essay structures that they have used in their GCSEs. Think of this as a starting point that may need a little shaping to suit the needs of your class.

A thoroughly enjoyable unit of work. Built around a work booklet and designed for that awkward half-term at the end of the year where you don’t want to give out new exercise books. The workbook contains a copy of The Norwood Builder, comprehension questions and vocabulary list, as well as a variety of activities that focus (primarily) upon creative writing skills with some language and structure based tasks. The lessons are designed to be used with the workbook. NOTE: I may upload a slightly different workbook in the future, but I will leave the original on here.

A spreadsheet designed to track the academic progress of up to 30 A-Level drama students (you can do more, but you’d have to UNHIDE every hidden columns in order to make sure that the new cells work). I have included the 2018 and 2019 grade boundaries (as published by AQA), and left both the room and the capacity for the spreadsheet to be updated with 2020 and 2021 grade boundaries. The spreadsheet will tell you how many marks each student needs to achieve their target grade for each component of the course. The “Machine” calculates this on a section by section basis for each of the components. Additionally, there is room for up to 10 attempts for each of these components. The spreadsheet will then show you the BEST, AVERAGE and LAST marks each student achieved. Hopefully, this will make it easier for drama teachers to keep track of where their students are. NOTE: I’ve designed this with the best intentions, but if there is a “bug” or an improvement that you feel would be beneficial after purchase, then leave a note in the comments section and I will attend to it quick sharpish.

A variation on a selection of lessons that I sell elsewhere. Here, the center piece is a 26 page printable workbook that runs in tandem with the power-point lessons - ideal for a Summer Term 2 unit of work where you are reluctant to give the students a new work book, and working on paper is problematic. The text is Anil (from the old Sunlight on the Grass Anthology) and there is about 12 lessons worth of material here.

Using a format that proved successful in the KS4 arena, I’ve adapted the thinking to apply to an AQA English Language P1 Q2/P2 Q3 style task that would fit for a higher ability top set KS3 class. The approach is to initially read the extract then to specifically identify concepts that relate to a language focused task, followed be explicitly identifying language based methods and incorporating into a response.

A lesson take from a collaborative scheme of work. The lesson focuses on the quite excellent Born A Crime by Trevor Noah. The focus is developing an initial understanding of South Africa, then Trevor Noah himself, before focusing in on the context surrounding the story itself. After, the focus switches to analysing the structural choices made in the extract. Additionally, I’ve included a useful little follow up lesson where the focus ins to build a piece of creative writing that follows a specific structural path.

Does exactly what it says. This spreadsheet will create one random comparative question for and will generate a new one every time you double-click a cell and press enter. A word of caution in that you cannot retrieve the old question. But, this is very useful for revision and or cover lessons. I’ve left room for you to add in your own question stems and you can manipulate the poetry lists too. I’ve left some instructions on the relevant tab. Hope you find this useful.

A series of lessons and resources designed for a top set year 8 class. The extracts are a mixture of fiction and non-fiction. The focus was to take a group of year 8 students who are used to using the PEE structure and get them to write a concept focused response. I’ve included the model responses we built as a class, as well as the model response the students were provided.

A series of lessons that can easily be expanded out to around 12-13 lessons that do the following: Establish an understanding of the plot over 4 lessons Gets the students to act out the plot via story whooshes (you will need a summary of the play to do this - I use a copy of the play with summaries of each page and get the kids to read certain key parts of the dialogue out loud) Explore language and structure as methods Build on the ability to analyse extracts Develop a contextual understanding Rather pleased with these to be honest. Hopefully you guys will feel the same too. PS - I've chucked in a load more stuff too. Extract Analysis 3 was a lesson where I received "GOOD" for my observation. There is also a Creative Writing Lesson that may prove useful too.

A thematic exploration of Violence within Othello - focusing specifically on Act 4. Also, the power point starts with a little revision of characters and quotations from across the play. I found this a fun lesson.

One power point per poem and some associated skills. I teach the poems in the order in which they appear in the anthology (except Tissue; I put that one at the end). I follow a pattern with the lessons and source the contextual information from the BBC Bitesize website (and a couple of other places when I get bored of them) - it makes sense as any student that misses out on something can go and find what they need relatively quickly. The material is readily available elsewhere, hence the relatively low price for so many lessons. NOTE: I have upgraded these lessons now. I’ve moved away from endorsing the PEEL style responses - the exam reports indicate clearly this is the thing to do. Additionally, I have included much more of a focus on the POWER themes. Lastly, I have used these poems as a springboard to discuss gender issues - part of this is my attempt to narrow the gender gap at the top end of GCSE English achievement by trying to get the lads to be more engaged with the material. These lessons are designed to work in tandem with my own version of the poetry anthology. At the moment, I have yet to upload the edited version but I shall do so soon. That being said, the power points wouldn’t take much editing to use them with the traditional AQA version. All of the original lessons are included just in case you are still using the PEEL method of building a response.

Dyslexic friendly resource aimed at EBD children. An initial foray into the problems occurring in Northern Ireland.

I pulled together a lot of thinking from a lot of different websites and have shaped it into these lessons. Not all of the content is mine.

I am vexed (greatly vexed) at the generally poor quality of creative writing with students these days - they do tend to have a lot of their thinking done for them. Sadly, it seems to be something that is leeched out of them by a combination of an aggressive curriculum and teenage priorities. So, this is my answer - DUNGEONS and DRAGONS (Or D6 Dungeons and Dragons as I am now calling it). Simply put, it's a very simplified version of the original Dungeon's and Dragons - you need only a D6 (One dice), pens, paper and this power point to play. Try it out - I had some huge success with year 8, 9 and 11 classes instead of playing DVDs in the build up to the Christmas Break - it would work just as well for Easter, Summer and stand alone lessons where you have an awkward space to fill. Use this lesson when you are trying to answer this question - how can I teach kids to be more creative? There is some initial effort required on your part though - you will have to be the Dungeon Master in the example - but once you've got past this part, I am willing to bet you could leave the room and the kids won't have noticed. Additionally, I will be creating a series of themed "mission packs" for Christmas, Easter and Summer - you'll have to buy these (they take a while to make), but the start point is yours for free!!! LINK to Christmas Mission Pack - THE CASTLE OF TERROR! https://www.tes.com/teaching-resource/d6-dungeons-and-dragons-christmas-mission-pack-the-castle-of-terror-11462671