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This is a 40-slide PowerPoint presentation which would be great as a starting point with a class about to embark on a study of Hamlet OR as a revision-aid once they have studied the play. It includes questions and discussion points as well as a review quiz at the end. The PowerPoint is constructed as follows: Firstly, it provides an overview of the play, discussing Hamlet’s quest to avenge his father’s murder while grappling with indecision, madness, and moral dilemmas. The historical context is explored, highlighting the political instability and religious conflict in early 17th century England, which is reflected in the play’s portrayal of a corrupt and troubled court. The theme of revenge is examined through Hamlet’s procrastination and the contrasting decisiveness of characters like Laertes and Fortinbras. Madness is discussed as a reflection of political instability and corruption, with debates on whether Hamlet is truly mad. The theme of corruption and decay is analyzed through political corruption, physical decay imagery, and moral corruption. The theme of appearance vs. reality is explored through deception, manipulation, and the play-within-a-play device. The theme of action and inaction is examined through Hamlet’s hesitation, moral qualms, and philosophical musings. The presentation also includes discussion points and analysis, potential examination questions, and a revision quiz. It concludes with reflections on the enduring relevance of “Hamlet” and its exploration of human nature, complex characters, and themes of power, politics, and deception.

Length of document: 44 pages; 10,936 words. Teaching time: 4 hours. This Handout contains model answers for 5 questions recently set on Mary Shelley’s “Frankenstein” in the GCSE English Literature (5702) examinations by the AQA. It has been written and prepared by a qualified teacher and Examiner with 30 years’ experience of teaching and marking GCSE English. In addition to the “model answers”, the Handout provides “assesssment for learning” grids which require students to evaluate their own answers using 8 directed questions, which will enhance their learning and help them achieve a better understanding of where they can improve. Further, there is an “Examiner’s Commentary” section after each question, highlighting tips and observations to help your students get top marks. This is an invaluable resource for teachers and students working towards their GCSE in English Literature and at only £5 represents excellent value for money! Please also check out the Introductory PowerPoint Guide to Studying “Frankenstein” which has also been prepared to help students and teachers navigate their way through the novel. If you have found this resource useful, then please take a look at my other Model Answers for GCSE English and other resources for Business, Politics, EPQ, and Law, as well as some PSHE materials.

Length of document: 28 pages; 5992 words. Teaching time: 4 hours. This Handout contains six practice questions and model answers on the play “Leave Taking” by Winsome Pinnock. The play forms part of the list of options for the GCSE English Literature (5702) Specification by the AQA. It has been written and prepared by a qualified teacher and Examiner with 30 years’ experience of teaching and marking GCSE English. In addition to the “model answers”, the Handout provides “assesssment for learning” grids which require students to evaluate their own answers using 8 directed questions, which will enhance their learning and help them achieve a better understanding of where they can improve. This is an invaluable resource for teachers and students working towards their GCSE in English Literature and at only £5 (less than a pound per question!) represents excellent value for money! Mark’s Learning Hub If you have found this resource useful, then please take a look at my other Practice Questions and Model Answers for GCSE English and other resources for Business, Politics, EPQ, and Law, as well as some PSHE materials.

Length of document: 42 pages; 9,885 words. Teaching time: 4 hours. This Handout contains model answers for 5 questions recently set on William Shakespeare’s "Macbeth” in the GCSE English Literature (5702) examinations by the AQA. It has been written and prepared by a qualified teacher and Examiner with 30 years’ experience of teaching and marking GCSE English. In addition to the “model answers”, the Handout provides “assesssment for learning” grids which require students to evaluate their own answers using 8 directed questions, which will enhance their learning and help them achieve a better understanding of where they can improve. Further, there is an “Examiner’s Commentary” section after each question, highlighting tips and observations to help your students get top marks. This is an invaluable resource for teachers and students working towards their GCSE in English Literature and at only £5 represents excellent value for money! Please also check out the Introductory PowerPoint Guide to Studying “Macbeth” which has also been prepared to help students and teachers navigate their way through the novel. If you have found this resource useful, then please take a look at my other Model Answers for GCSE English and other resources for Business, Politics, EPQ, and Law, as well as some PSHE materials.

Length of document: 42 pages; 10,230 words. Teaching time: 4 hours. This Handout contains model answers for 5 questions recently set on Charles Dickens’ “A Christmas Carol” in the GCSE English Literature (5702) examinations by the AQA. It has been written and prepared by a qualified teacher and Examiner with 30 years’ experience of teaching and marking GCSE English. In addition to the “model answers”, the Handout provides “assesssment for learning” grids which require students to evaluate their own answers using 8 directed questions, which will enhance their learning and help them achieve a better understanding of where they can improve. Further, there is an “Examiner’s Commentary” section after each question, highlighting tips and observations to help your students get top marks. This is an invaluable resource for teachers and students working towards their GCSE in English Literature and at only £5 represents excellent value for money! Please also check out the Introductory PowerPoint Guide to Studying “A Christmas Carol” which has also been prepared to help students and teachers navigate their way through the novel. If you have found this resource useful, then please take a look at my other Model Answers for GCSE English and other resources for Business, Politics, EPQ, and Law, as well as some PSHE materials.

This is a 5-page guide, written by an experienced Examiner, to the character of Ophelia. It also includes suggested practice essay questions and an outline plan of how to answer the first of those questions. The Handout is structured as follows: Here’s a summary of the document: Ophelia’s Innocence and Purity: Ophelia is introduced as a symbol of innocence and purity, shaped by her relationships with her father Polonius, brother Laertes, and Hamlet, highlighting her naivety and vulnerability. Obedience and Societal Expectations: Ophelia’s obedience to her father and brother reflects the societal expectations placed upon women during the Elizabethan era, emphasizing her lack of agency. Polonius’ Control: Polonius uses Ophelia as a pawn in his schemes to gain favour with King Claudius, which affects her autonomy and contributes to her emotional turmoil.

This novel, new to the A-Level Specification, has few resources written about it and so this Guide will act as a great starting point for students and teachers of the book, This is a summary of the Handout: Here’s a summary of the document: “My Name is Leon” by Kit de Waal is a poignant novel set in the 1980s, focusing on themes of identity, family, and the foster care system through the eyes of a young boy. Identity and Belonging: Leon, a mixed-race boy, struggles with his identity and seeks a place where he feels accepted and loved, highlighting the importance of understanding one’s identity despite societal challenges. Family and Separation: Leon and his baby brother Jake are separated due to their mother’s inability to care for them, with Leon’s bond and determination to reunite with Jake driving much of the plot. The Foster Care System: The novel critiques the UK foster care system through Leon’s experiences, emphasizing the need for compassion, understanding, and stability for children in care. Resilience and Hope: Leon’s journey is marked by resilience and hope, as he strives to find his brother and create a sense of family, conveying a message of positive change. Look out for other resources on the novel.

PowerPoint Length: 48 Slides; Teaching time: 2 hours This PowerPoint includes a unique, especially created Podcast discussion where two people discuss the character of Hamlet. Can be used in a variety of ways with your students. The presentation is structured as follows: Introduction: An overview of Hamlet’s character and the play’s context. Character Overview: Detailed insights into Hamlet’s personality, his relationships with Ophelia, Gertrude, and Claudius, and his internal conflicts. Themes and Struggles: Exploration of key themes such as hesitation to avenge his father’s murder, the theme of action versus inaction, and Hamlet’s existential struggles. Relationships: Analysis of Hamlet’s interactions with other characters, including Ophelia, Gertrude, Claudius, Rosencrantz, and Guildenstern. Madness and Mental State: Discussion on Hamlet’s profound sadness, potential madness, and the ambiguity surrounding his mental state. Moral and Philosophical Questions: Examination of themes like appearance versus reality, Hamlet’s intelligence and wit, and his moral integrity and conscience. Plot Devices: Insights into the themes of corruption, betrayal, and familial loyalty, and the significance of the ‘play within a play’. Conclusion and Summary: Recap of Hamlet’s character, the exploration of human condition, and the impact of his relationships. Additional Resources: Includes a podcast discussion on Hamlet’s character and a glossary of key terms. This presentation is an excellent resource for teachers aiming to provide a thorough and engaging study of one of Shakespeare’s most complex characters. It includes detailed explanations, insightful analysis, and thought-provoking questions that will engage students and enhance their understanding of the play.

Length of document: 34 pages; 7280 words. Teaching time: 4 hours. This Handout contains six practice questions and model answers on the novel, “Pigeon English” by Stephen Kelman. The text forms part of the list of options for the GCSE English Literature (5702) Specification by the AQA. It has been written and prepared by a qualified teacher and Examiner with 30 years’ experience of teaching and marking GCSE English. In addition to the “model answers”, the Handout provides “assesssment for learning” grids which require students to evaluate their own answers using 8 directed questions, which will enhance their learning and help them achieve a better understanding of where they can improve. This is an invaluable resource for teachers and students working towards their GCSE in English Literature and at only £5 (less than a pound per question!) represents excellent value for money! Mark’s Learning Hub If you have found this resource useful, then please take a look at my other Practice Questions and Model Answers for GCSE English and other resources for Business, Politics, EPQ, and Law, as well as some PSHE materials.

This is a 14-slide PowerPoint presentation which includes a video extract from the RSC of the famous soliliquy being performed. It considers the main themes of the Scene but also includes some questions for students to think about and/or discuss, as well as a more detailed analysis of how a particular question might be approached. The presentation focuses on Act 3, Scene 1 of Shakespeare’s Hamlet. It begins by setting the scene and introducing the characters, providing context for the themes discussed later. The main themes explored are appearance vs. reality and madness. Setting the Scene: The scene takes place in the castle of Elsinore, where the characters are gathered to watch a play. The atmosphere is tense due to Hamlet’s erratic behavior. Introduction of Characters: Key characters include Hamlet, Ophelia, Polonius, and the Players. Each character’s role and significance in the play are discussed. Appearance vs. Reality: This theme is explored through Hamlet’s soliloquy and the Players’ performance. Hamlet’s soliloquy reveals his distrust of appearances and his desire for truth, while the Players’ performance highlights how appearances can be deceiving. Madness: The theme of madness is closely linked to appearance vs. reality. The characters’ behavior and dialogue are analyzed to uncover the extent of their mental breakdown. Conclusion: The presentation concludes by emphasizing the intertwined themes of appearance vs. reality and madness, and their significance in Act 3, Scene 1 of Hamlet. Discussion Points: The presentation ends with discussion points to engage the audience in further analysis of the themes and characters.

A 14-slide introduction to the play, “Waiting for Godot” which includes an examination of the main themes and characters as well as discussion points or questions at the end. This presentation includes Speaker’s Notes This presentation is suitable for A Level students of the play. The presentation explores the human condition through themes of boredom, isolation, and despair, providing insight into the struggles of human existence. The play also delves into existentialist and absurdist themes, examining the meaninglessness of life, the struggle between free will and determinism, and the nature of the human experience. Key themes discussed include: Boredom: The characters experience a lack of stimulation and purpose, leading to restlessness and dissatisfaction. Isolation: Both physical and emotional isolation are explored, contributing to feelings of loneliness and despair. Despair: The play reflects the struggles and challenges of the human condition, often leading to hopelessness. The presentation also highlights the theme of waiting and hope, examining the role of waiting in the play and the moments of hope that emerge despite the overall sense of hopelessness5. The characters’ anticipation of Godot’s arrival and their prolonged waiting lead to introspection and self-discovery. In conclusion, “Waiting for Godot” is a powerful meditation on the human condition, existentialism, absurdism, and the interplay of waiting and hope but it is not always an easy play to study. This presentation will make any teacher’s task easier in studying this complex work.

Length of document: 43 pages; 10,691 words. Teaching time: 4 hours. This Handout contains model answers for 5 questions recently set on Charles Dickens’ “Great Expectations” in the GCSE English Literature (5702) examinations by the AQA. It has been written and prepared by a qualified teacher and Examiner with 30 years’ experience of teaching and marking GCSE English. In addition to the “model answers”, the Handout provides “assesssment for learning” grids which require students to evaluate their own answers using 8 directed questions, which will enhance their learning and help them achieve a better understanding of where they can improve. Further, there is an “Examiner’s Commentary” section after each question, highlighting tips and observations to help your students get top marks. This is an invaluable resource for teachers and students working towards their GCSE in English Literature and at only £5 represents excellent value for money! Please also check out the Introductory PowerPoint Guide to Studying “Great Expectations” which has also been prepared to help students and teachers navigate their way through the novel. If you have found this resource useful, then please take a look at my other Model Answers for GCSE English and other resources for Business, Politics, EPQ, and Law, as well as some PSHE materials.

This is a 5-page Handout which represents a “model answer” to the question: “How does Shakespeare treat death in ‘Romeo and Juliet?’” It is designed as a complete lesson and should last around 60-minutes in terms of delivery. The answer is structured as follows: William Shakespeare’s “Romeo and Juliet” intricately explores the theme of death, intertwining it with love, fate, conflict, and transformation. Foreshadowing and Premonitions: Shakespeare uses premonitions and dreams to foreshadow the impending deaths of Romeo and Juliet, heightening the sense of foreboding and dramatic irony. The Role of Fate and Destiny: Fate and destiny play significant roles, with the characters often attributing their misfortunes to fate, suggesting that their lives are governed by external forces beyond their control. It is an invaluable resource for any students and teachers of the play.

This is a “model answer” to a question set on the AQA English Literature B (Paper 2A Texts and Genres: Elements of Crime Writing) in June 2023. It is not intended to be a “perfect” answer. Nevertheless it would score very highly in the examination and it can be used as a basis for discussion and/or testing your own answer to the question against this one. The question which this Handout addresses is: “‘Of all the crimes in the play, it is Claudius’ killing of the king which is the most shocking.’” To what extent do you agree with this view? Remember to include in your answer relevant detailed exploration of Shakespeare’s dramatic methods. This is an 1100 word answer which would be useful for any students of the play looking at how to structure their answers.

Number of slides: 55 Activities inc. quiz and videos Teaching time: 90 mins approx This presentation offers an in-depth exploration of Mary Shelley’s classic novel, “Frankenstein” It is designed to be used as an Introduction to the novel but can also be used to revise the novel, once students are more familiar with it. Key Features: Plot Overview: The presentation outlines the main plot points and narrative structure of “Frankenstein,” guiding students through the story of Victor Frankenstein’s move to London and his creation of the Creature. Character Analysis: Detailed analyses of the main characters, including Dr Frankenstein, the Creature, Robert Walton, Henry Clerval and Elizabeth Lavenza. These analyses highlight the characters’ development and their roles within the novel’s story. Themes Exploration: The presentation considers the central themes of the novel, such as ambition, fallibility and “playing God”. It emphasises the relevance of these themes in today’s context, encouraging students to reflect on their societal responsibilities and moral choices. Historical Context: Understanding the historical context that influenced Shelley’s writing is crucial. The presentation covers the social and economic conditions of the faced by the “Romantic” writers, including industrialisation, urbanisation, and the stark contrasts between wealth and poverty. Literary Devices: The use of symbolism, foreshadowing, and irony in “Frankenstein” is examined, helping students appreciate Shelley’s literary techniques and their impact on the story. Activities and Quizzes: Engaging activities and quizzes are included throughout the presentation to reinforce students’ understanding and encourage critical thinking. These interactive elements make learning about “Frankenstein” both enjoyable and educational. Tips for Studying: Practical tips for studying the novel are provided, helping students focus their revision and improve their exam performance. This presentation has been written by a teacher with 30 years’ experience and has been tried and tested across many years and cohorts. Please see accompanying “Model Answers” for 5 past questions on the novel. If you have found this resource useful, please see my other ever-growing collection of teaching resources for English GCSE, A Level Law, A Level Politics, BTEC Business and some PSHE resources as well.

This is a 7-page MODEL ANSWER written by an experienced Examiner and tried and tested over the years with many classes. The Handout is structured as follows: Juliet’s relationship with her mother. Juliet’s relationship with her father, Lord Capulet. The Nurse: The Nurse acts as a surrogate mother to Juliet, sharing a close and affectionate bond with her. Romeo and the Montagues: Romeo’s relationship with his mother, Lady Montague, is less prominent but significant. The essay discusses the generational differences in values, expectations, and communication styles between parents and children. The older generation prioritizes social status and family honor, while the younger generation seeks personal fulfillment and autonomy. The Role of Fate and Parental Influence: The essay examines how the feud between the Capulets and Montagues and the rigid enforcement of social norms shape the fate of Romeo and Juliet. Conclusion: The essay concludes by emphasizing the conditional nature of parental love, the struggles of the younger generation to assert their autonomy, and the destructive potential of misunderstanding and rigid social norms.

This is a 28 slide PowerPoint presentation which gives an excellent introduction to any class about to embark on a study of “An Inspector Calls” by J. B. Priestley. It includes questions and discussion points at the end and can also be used as an aide for revision. A summary of the contents of the presentation is below: Play’s Themes: The play explores themes of social responsibility, class, gender roles, and justice. Character Roles: Main characters represent different facets of society and moral questions. Social Critique: The play critiques social structures and the failure to take responsibility for others. Relevance Today: The themes remain relevant today, prompting important conversations about societal issues. Moral Responsibility: The play emphasizes the importance of moral responsibility and the impact of individual actions. Used with many groups of students, this has proved an invaluable resource for anyone studying or teaching the play.

This is an 8-page student handout with an example of an approach to an examination question, and written by an Examiner with 30-years experience. This is an invaluable resource and could be used either at the commencement of study of the play OR as the start of a revision programme for the novel. The Handout offers strategies and insights for answering exam questions on J.B. Priestley’s play “An Inspector Calls,” covering key themes, characters, and question types. Introduction to “An Inspector Calls”: J.B. Priestley’s play is a staple in English literature curriculums, known for its rich themes, complex characters, and social commentary. Key Themes: The play explores themes such as social responsibility, class and social status, generational conflict, and hypocrisy. Main Characters: Main characters include Arthur Birling, Sybil Birling, Sheila Birling, Eric Birling, Inspector Goole, and Eva Smith, each representing different societal attitudes. Types of Exam Questions: Exam questions may include character analysis, theme exploration, contextual analysis, quotation analysis, and comparative analysis, each requiring specific strategies. Effective Exam Techniques: To excel, students should plan their answers, use quotations, focus on analysis, stay relevant, and practice past papers. Example Exam Question: An example question from the AQA GCSE English Literature Paper 2 (2023) asks about the different ways older and younger characters respond to the Inspector, illustrating generational differences.

This is a 9-page (2484 words) student handout which analyses the characters of Estella and Pip from Dickens’ masterpiece “Great Expectations”. It would be useful for study at any point in the novel and would be particularly appropriate for revision. The document is structured as follows: Here’s a summary of the document: The analysis of Estella and Pip in Charles Dickens’ “Great Expectations” explores their complex characters, relationships, and the broader themes they represent. Estella’s Enigmatic Beauty: Estella is introduced as a beautiful yet aloof character, described through Pip’s eyes as having “delicately transparent” skin and “proud eyes”. Estella’s Duality: Estella is both a victim of Miss Havisham’s manipulation and an independent individual aware of her emotional shortcomings, creating a complex duality in her character. Growth and Redemption: Estella undergoes significant development, showing signs of remorse and a desire for redemption by the end of the novel, reflecting Dickens’ theme of personal growth. Pip’s Aspirations: Pip’s desire to become a gentleman is driven by his infatuation with Estella and his encounters with Miss Havisham, leading him to yearn for social status and wealth. Pip’s Moral Growth: Pip’s journey reflects his growing self-awareness and moral integrity, ultimately valuing loyalty and modesty over wealth and status by the novel’s end.

This student Handout or Worksheet is 10-pages long and would take about 90 minutes of teaching. There are questions and activities and discussion points, depending on the direction the teacher wants the lesson to take. This is a summary of the Handout: Act 1, Scene 3 of Shakespeare’s Macbeth is a pivotal moment that introduces key themes, advances the plot, and provides insights into Macbeth and Banquo’s characters. The Witches’ Prophecies: The witches predict that Macbeth will become Thane of Cawdor and eventually King of Scotland, sparking his ambition and setting the stage for his moral decline. Ambiguity and Doubt: The ambiguous nature of the witches’ prophecies causes Macbeth to be intrigued and troubled, while Banquo remains skeptical, highlighting their contrasting reactions. Macbeth’s Ambition: Macbeth’s reaction to the prophecies reveals his internal conflict between ambition and moral reservations, which foreshadows his eventual downfall. Banquo’s Skepticism: Banquo’s skepticism and rationality contrast with Macbeth’s ambition, serving as a voice of reason and highlighting the theme of moral integrity. Themes and Motifs: The scene introduces key themes such as the supernatural, ambition, fate versus free will, and the corrupting influence of power. Character Development: This scene is crucial for character development, particularly for Macbeth, whose transformation from a loyal soldier to an ambitious figure begins here. Plot Advancement: The witches’ prophecies propel the plot forward by awakening Macbeth’s ambition and introducing tension between Macbeth and Banquo. Foreshadowing: The scene is rich in foreshadowing, hinting at Macbeth’s rise to power, subsequent downfall, and the eventual betrayal and violence between Macbeth and Banquo.