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Fifty-one multiple choice questions and one writing task designed to give you valuable insights into your students’ language abilities. This test covers a range of topics including: Basic Language Skills: This section assesses the students’ knowledge of the English language by testing their understanding of the alphabet, adjectives, verbs, nouns, adverbs, and connectives. Sentence Structure Identification: This section tests the students’ ability to identify different types of sentences, including simple, compound, and complex sentences. Noun Types and Modifiers: This section tests the students’ ability to identify collective nouns, plural nouns, fronted adverbials, expanded noun phrases, concrete nouns, and abstract nouns. Figurative Language This section tests the student’s understanding of figurative language, including similes, metaphors, personification, oxymorons, descriptive language, sensory details, alliteration, and assonance. Punctuation Usage: This section tests the students’ knowledge of common punctuation symbols, such as full stops, question marks, exclamation marks, commas, quotation marks, and apostrophes. Creative Writing Techniques: This section assesses the students’ ability to structure and organise their creative writing, as well as their ability to use different writing techniques to capture the reader’s attention. Reading Comprehension This section of the test helps you assess a student’s reading comprehension abilities. It can also help you to identify if your students may need additional support or instruction in this area. Additionally, this exercise can help you to gauge how well your students are able to extract and comprehend information from written material, which is an essential skill in many academic areas. Creative Writing This section is designed to help you assess your student’s ability to communicate their ideas in a clear and organised manner, their ability to engage and maintain the interest of the reader, and their ability to use appropriate grammar, punctuation, and vocabulary. This information can help the you tailor your instruction to meet the needs of individual students and to help them improve their writing skills. ------------------------------------------------------------------------ Not only will this test help you identify areas where your students need additional support, but it also comes with a mark scheme that includes low, mid, and high-ability example answers for the writing section. This makes it easy for you to quickly evaluate your students’ work and track their progress over time.

Shakespeare: Power and Conflict – 20-Lesson KS3 Scheme (Foundation for KS4 Study) This 20-lesson scheme is designed for KS3 students as a structured introduction to Shakespeare, preparing them for the demands of KS4. It focuses on building knowledge of key themes, characters, and techniques through short, accessible extracts before students move on to analysing full texts at GCSE. What’s Included in Every Lesson: A clear key question A new vocabulary term with tasks A focused, guided main activity A short final task (often creative or reflective) Consistent routines and clear instructions for independent working Sample Key Questions from the Scheme: What makes a theme ‘universal’? Are great leaders made by choice or chosen by fate? Can love give someone power over another person? How is conflict created through deceit? What makes a character truly tragic? How does dramatic irony make a scene more powerful? Can betrayal ever be justified? How can structure and language help us write like Shakespeare? How do rhythm and imagery reveal Macbeth’s despair? Focus Areas: Theme and character exploration Language and structure analysis Soliloquies, sonnets, and Shakespearean devices Conflict in relationships Creative and analytical writing Speaking, listening, and discussion Why Use This Scheme? This unit gives students a solid grounding in the core knowledge and skills they’ll need at GCSE: understanding theme, analysing character, working with structure and language, and writing with purpose. It helps make the transition to full-text analysis more manageable and meaningful. No extra planning required – ready to use.

KS3 English | Low Ability & SEND-Friendly This ready-to-teach 20-lesson scheme explores Goodnight Mister Tom through accessible, creative, and discussion-rich lessons. Each session is built around a Key Question and includes vocabulary slides, structured routines, and varied tasks — from diary writing and report building to drama, theme exploration, and character analysis. 20 editable PowerPoints Vocabulary slides with tasks in every lesson Century Gothic font for accessibility SEND-friendly Key Questions include: How does the historical context help us understand the story? What big ideas or themes run through the novel? Can doing the wrong thing ever be the right choice? Clear. Calm. Creative. This is a complete, confidence-building scheme.

A complete lesson on Wilfred Owen’s Disabled, designed for the new EDUQAS poetry anthology (first assessment 2027). Includes vocabulary building, tone analysis, vivid imagery exploration, a thesis-style writing task, and high-quality slides focused on Owen’s portrayal of disillusionment and the long-term effects of war. Key Question: How does Owen present the emotional and physical effects of war on one young soldier? Supporting Questions: – What made the speaker enlist, and how does he feel about that choice now? – How does Owen use imagery and contrast to show the reality of injury and rejection? – What message is Owen giving about disillusionment and the long-term impact of war?

A full lesson on Claude McKay’s I Shall Return, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores emotional longing, identity, and nature through guided analysis, vocabulary tasks, thesis-style writing, and visually rich slides. Key Question: How does McKay explore longing for home and emotional healing through nature? Supporting Questions: – What natural imagery and memories does McKay associate with home? – How does the repetition of “I shall return” shape the speaker’s emotional journey? – Why does returning home represent more than just a physical place?

A complete lesson on Thomas Hardy’s Drummer Hodge, fully aligned with the new EDUQAS anthology (first assessment 2027). Includes vocabulary building, guided analysis, thesis-style writing, and engaging visuals to support understanding of Hardy’s portrayal of war, alienation, and remembrance. Key Question: How does Hardy present the loneliness and tragedy of a young soldier’s death in war? Supporting Questions: – What emotions are suggested by Hardy’s description of Hodge’s burial and setting? – How do natural images like the stars and trees create a sense of alienation? – Why do you think Hardy wanted readers to remember Hodge?

A complete lesson on Elizabeth Barrett Browning’s Sonnet 29, created for the new EDUQAS anthology (first assessment 2027). Includes vocabulary work, structured analysis, a thesis-style writing task, and high-quality visual slides. Key Question: How does Browning use natural imagery and sonnet form to express passionate love? Supporting Questions: – How does the speaker’s emotion change throughout the poem? – What metaphors or natural images show the intensity of her feelings? – What effect does the volta (“Rather, instantly…”) have on the meaning of the poem?

A complete, engaging lesson on Christina Rossetti’s Cousin Kate, designed for the new EDUQAS anthology (first assessment 2027). Includes scaffolded analysis, vocabulary work, discussion tasks, and a thesis-style writing activity, all supported by clear and accessible visuals. Key Question: How does Rossetti explore betrayal, power, and female identity in ‘Cousin Kate’? Supporting Questions: What happened to the speaker, and how does she feel about it? How does Rossetti use metaphor or symbolism to show betrayal and pride? What message does the speaker’s voice give about judgement and power?

A full lesson on Zulfikar Ghose’s Decomposition, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores poverty, emotional detachment, and moral reflection through guided analysis, vocabulary tasks, thesis-style writing, and visually rich slides. Key Question: How does Ghose present poverty and reflection in Decomposition? Supporting Questions: – What is the relationship between the speaker and the man he describes? – How does Ghose use imagery to critique emotional distance and aesthetic judgement? – What shift occurs in the speaker’s tone, and what does it reveal about guilt and empathy?

Literacy Teaching Order Are you looking to enhance your students’ literacy skills? Look no further than our comprehensive teaching resource on sequential language skills! Our approach is specifically tailored to students aged 11-15 and provides a structured and sequential approach to teaching literacy. By providing a sequential approach to teaching language skills, our resource ensures that students have a strong foundation in the basic building blocks of language and can progress to more complex skills as they gain mastery. With our resource, educators can help their students develop the skills needed to communicate effectively and confidently in written language. PLEASE NOTE THAT THIS RESOURCE DOES NOT INCLUDE ANY LESSONS BUT IS A SPECIFIC ORDER TO TEACH LITERACY TO 11-15 YEAR OLDS. There are 19 topics included in the sequence. They are as follows (in a mixed up order): Expanding noun phrases Personification and oxymorons Sentence openers Synonyms and antonyms Apostrophes and commas Homophones Verbs and Adverbs Fronted adverbials: Alliteration Similes and metaphors Structuring and organising creative writing Nouns Concrete, abstract, and compound nouns: Ellipses, question marks, and exclamation marks Collective and plural nouns Adjectives Simple, compound, and complex sentences Colons and semicolons Parenthesis

Looking to streamline assessments in your school? Our pupil progress tracker is a powerful tool to help you do just that! Not only does it allow you to easily monitor your students’ progress, but it also highlights areas where targeted support may be needed. Record your children’s levels and use the colour-coded system to quickly identify which areas require attention. This valuable resource can help you plan your interventions more effectively and ensure that all your pupils are getting the support they need to thrive. To ensure comprehensive tracking of students’ literacy skills, our assessment plan is divided into three sections. The first section is based on the results of the literacy baseline test. The second section is designed to monitor in-class understanding. The final section is a reassessment at the end of the scheme of work to measure students’ progress. This allows for a comprehensive evaluation of each student’s literacy skills, ensuring that they are on track and receiving the support they need to succeed. The pupil progress tracking document allows you to track progress on various topics that are essential for effective literacy teaching. The following topics are included: Nouns Fronted Adverbials Simile and Metaphor Colons and Semicolons Concrete, Abstract, and Compound Nouns Synonyms and Antonyms Alliteration and Assonance Structuring and Organising Creative Writing Personification and Oxymoron Expanded Noun Phrases Writing about Emotions Simple, Compound, and Complex Sentences Homophones Capturing the Reader’s Attention Adjectives Noun Types and Modifiers Verbs and Adverbs Apostrophes and Inverted Commas Collective and Plural Nouns Ellipses, Question Marks, and Exclamation Marks Sentence Openers Overall, the pupil progress tracking document covers a wide range of topics, offering guidance and support to teachers in their efforts to improve their students’ literacy skills.

The Identity Project is an ideal way to start the school year and get to know your students. It fosters self-expression, improves writing, promotes critical thinking, and encourages inclusivity. By using WAGOLLs and WABOLLs, students learn from both good and not-so-good examples, enhancing their understanding and confidence. This project equips students with communication skills and self-awareness for diverse situations.

A complete, ready-to-teach lesson on Blake’s The Schoolboy, designed for the new EDUQAS poetry anthology (first assessment 2027). Includes a thesis-based writing task, technique toolbox, scaffolded activities, and visually engaging slides.

A full lesson on Wordsworth’s poem, designed for the new EDUQAS specification (first assessment 2027). Includes vocabulary work, annotation, thesis-style writing, and high-quality, visually engaging slides. Key Question: How does Wordsworth use nature to explore memory and happiness? Supporting Questions: What emotions does the speaker experience while observing nature? How does Wordsworth’s use of imagery and poetic techniques show the lasting power of memory? Why might solitude be important for creativity and emotional well-being?

A full lesson on Seamus Heaney’s Blackberry-Picking, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores childhood memory, nature, and the emotional journey from excitement to disappointment through guided analysis, sensory vocabulary tasks, thesis-style writing, and visually engaging slides. Key Question: How does Heaney use childhood memories and nature to explore disappointment and loss? Supporting Questions: – What is the speaker describing in the poem? – How do the poet’s feelings shift from excitement to regret? – How does Heaney use sensory language to explore disappointment?

A full lesson on Beatrice Garland’s Kamikaze, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores inner conflict, cultural pressure, and honour through guided analysis, vocabulary tasks, thesis-style writing, and visually rich slides. Key Question: How does Garland explore the conflict between duty and personal conscience in Kamikaze? Supporting Questions: – What decision did the pilot make, and why? – What are the emotional and social consequences of his choice? – How does the speaker’s tone change by the end of the poem?

A full lesson on Gillian Clarke’s Catrin, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores the emotional tension, love, and changing connection between mother and daughter through guided analysis, vocabulary development, thesis-style writing, and visually engaging slides. Key Question: How does Clarke explore the complex bond between mother and daughter in Catrin? Supporting Questions: – Who are the ‘I’ and ‘you’ in the poem? – What moment does the first stanza describe? – How has the relationship changed by the second stanza?