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Task encouraging students to note what theme they could link to these points about context - literary, society and Dickens’ life.

Exemplar introductions and tasks encouraging students to identify the phrasing that meets the top of the Literature Mark Scheme of a conceptualised, well-structured and focused essay, planning the essay clearly laid out in the introductions, redrafting examples to their own idea/focus and writing their own. A Christmas Carol but can be used as examples for any Literature text.

A practice paper one a question and extract that hasn’t come up yet.

The beginning of a grade 9 response - a great example of the criteria being met and broadening students’ vocabulary. Can be completed with any ability. The following tasks can be completed in pairs, as a class or independently. I completed this task after reading A1 and A2 with my set 6 class. The next step would be writing the first paragraph as a class, then pairs, then independently. This will be achieved as we read more of the play.

An activity for students to consolidate their learning of Act One - An Inspector Calls. This a complete summary with embedded references of Act One with gaps to challenge students to recall key words, characters and events.

In student voice, year 11s expressed that a weakness of theirs was analysis of key quotations for ‘A Christmas Carol’. I put a quotation on the board that lent itself to analysis. We annotated this as a class really picking apart language and writer’s methods. The students were amazed at how much we could write about one quotation. We had great discussions about what questions we could use this quotation for, what other quotations we could link this to, Dickens’ intentions etc. We repeated this again with another key quotation with a more student-led approach. A question that these two quotations had in common was: Scrooge’s attitude to money. Therefore, I wrote this on the board and asked students to turn one of their annotated quotations into an analytical paragraph. I did the same for the first key quotation. Then, I shared my analytical paragraph and explained my structure and thought process. Students then made edits to their paragraphs but most were successful in achieving a developed analytical paragraph. This resource is the model section of an essay with the key quotations analysed.

A clear criteria which teachers/students can use to assess newspaper articles. Ensures that all areas of the mark scheme are covered. This resources encourages students to see more than one area they can improve on and encourages them to respond to feedback making revision resources and redrafting work.

A 36 question gap-fill quiz that checks students’ memories of the family poems in the ‘Love and Relationships’ cluster. Peer-assessed and answer sheet included.

Recall questions on the family poems in the anthology. Each question requires students to answer with references from the poems: Before You Were Mine, Eden Rock, Climbing My Grandfather, Follower, Walking Away and Mother, any Distance. To be peer-assessed. Teacher answer sheet included.

A planning template for transactional writing. Particularly made to support students at GCSE level writing a newspaper article for Language Paper 2 section B.

This was an observed outstanding lesson and resources used to improve students’ comments on the effect of writer’s methods. Often, examiners and teachers report that students’ comments on the effect on the reader are too generic and do not demonstrate an understanding of writer’s methods. This lesson and resources helps students to identify the errors in responses, understand the purpose/effect of methods and practice writing developed and relevant explanations of the effects of writer’s methods. The final task also allows students to take on the role of the writer making language choices for a particular effect. The starter focuses on recall of the mark scheme (with a help sheet for support) to identify errors in examples with an extension task to redraft responses making the suggested improvements. The improved answers appear visually to the students in green and is a great opportunity for teachers to address misconceptions e.g. the difference between empathy and sympathy. The second task is a table (not an exhaustive list) of devices with examples (on a range of topics) where students practice writing the effect of writer’s methods, making sure they are relevant to the method and topic. There is an extension task to add devices to the list and come up with their own example with it’s purpose/effect. This is peer-assessed and an opportunity for AFL by asking students to raise their hand if they have 2 or more correct for example. If so, students can move to the next task. The final task is a timed writing task where students practice using devices for effect. The challenge is a slow-writing task to ensure students are conscious of every sentence they write and encourage students who rush work to slow down. This is self-assessed through the labeling of devices. Students can create their own target and green pen this action next lesson or for homework.

A full mark example of a persuasive speech relating to social media and key ideas in ‘Lord of the Flies’. This example contains a range of persuasive devices, sentence structures and structural features for effect and punctuation. There is a clear awareness of form and audience. Attached is a highlighted version of the techniques used which can be used as support for low ability students or visual aid. You can use this example to demonstrate the mark scheme being executed or as inspiration for a debate/speech. Students can highlight and annotate what devices are being used and why they are effective. They can then use this example to help structure/guide their own writing.

Students solve the riddle to find a word in the dictionary and answer the question about it. The first section, students will find the answers in the dictionary, the second the thesaurus and the third in the classroom. You can edit questions or add. This took one lesson for my year 7s to solve. I had them working in pairs and gave the winning pair small easter eggs. Students found it challenging but competitive and fun!

This resource makes a great homework or revision resource to get the students thinking about wider concepts explored in Shakespeare’s ‘Romeo and Juliet’. In addition to the reading is tasks and questions to complete to check students’ understanding.

This is a lesson with additional lessons to continue the exploration of Percey Shelley’s ‘Love Philosophy’. The resource has annotated questions to allow the students to write their own annotations and interpretations but guided. This has the context, form, language and structure completely explored with the key information for students to recall highlighted.

This essay is a poetry comparison answering the question: Compare how poets present a sense of longing in ‘Love’s Philosophy’ and in one other poem from the ‘Love and Relationships’ [30 marks] AQA Mark scheme Love and Relationships cluster- full marks.

This resources is a complete exploration of the context, from, language and structure of the poem ‘Sonnet 29- ‘I think of thee!’ by Elizabeth Barrett Browning. This contains the key terminology and multiple interpretations and readings of the poems’ form, language and structure. This covers a couple of lessons and so has starter activities testing students’ recall. The final slides consist of the key quotations that students should remember for the AQA Literature Paper 2 exam.

This resource contains two grade 9 essays in response to the question: How does Kelly present the relationship between Phil and Leah?

This is a great revision resource for students or teachers to work through together, planning possible questions for DNA. This includes previous exam questions and possible questions relating to characters an themes.

This double-sided worksheet makes reference to the mark scheme for achieving higher grades and explains the skill of embedding evidence. The resource contains three activities: correcting answers, filling in the blanks, and skill practice answering questions. These tasks are clearly explained with supporting examples, challenges and extensions to meet all abilities. It is also differentiated by outcome and so can be used with all ages and abilities. This resource can be peer/self/teacher assessed. This worksheet was used as feedback from a DNA essay to intervene and develop this skill of embedding references and using subject terminology to develop answers.