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Introduce students to the sights, smells and sounds of Shakespeare’s world through immersive empathy writing and sensory description tasks.

This lesson introduces students to the sights, sounds and structure of Elizabethan England – the world Shakespeare lived and wrote in. Designed for Year 7, the lesson blends accessible historical context with rich sensory writing tasks to help students step into the shoes of different Elizabethan characters, from nobles to market traders. Includes: Clear key questions to guide learning A scaffolded vocabulary slide on “Hierarchy” A choice-based sensory writing task with detailed examples A creative diary entry activity with social roles to choose from A final reflection using emoji responses and sentence starters Suitable for lower ability and SEN learners with visual and sentence-level scaffolding throughout Perfect for building historical understanding ahead of any Shakespeare unit.

FREE RESOURCE – If you find this lesson helpful, I’d really appreciate it if you could take a moment to leave a review. A lot of thought and care has gone into planning these materials. This is the first in my complete set of 15 ready-to-teach lessons for the 2025 Eduqas Poetry Anthology (assessment year 2027). This fully resourced lesson on William Blake’s The Schoolboy includes a thesis-based writing task, technique support, scaffolded activities, and visually engaging slides — ideal for helping students build confidence with unseen and anthology poetry.

A full lesson on Eve L. Ewing’s Origin Story, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores love, identity, and emotional transformation through guided analysis, vocabulary work, thesis-style writing, and rich visual resources. Students are encouraged to reflect on meaningful connections and the lasting impact of relationships. Key Question: How does Ewing explore love, identity, and fate in Origin Story? Supporting Questions: – Who are the ‘you’ and ‘I’ in the poem? – What is the tone: romantic, reflective, or spiritual? – How does the poet describe the impact of the relationship?

A full lesson on Simon Armitage’s Remains, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores guilt, memory, and the lasting psychological impact of war through guided analysis, vocabulary development, thesis-style writing, and visually engaging slides. Key Question: How does Armitage explore the psychological impact of war in Remains? Supporting Questions: – What event is being described? – How does the speaker’s tone change over time? – What line suggests the memory still haunts him?

A full lesson on Jackie Kay’s Dusting the Phone, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores emotional obsession, longing, and vulnerability through guided analysis, vocabulary development, thesis-style writing, and engaging visual slides. Key Question: How does Kay explore obsession and emotional vulnerability in relationships? Supporting Questions: – What is the speaker waiting for, and how does this affect them emotionally? – How does the speaker’s tone shift throughout the poem? – How does the poem’s structure reflect emotional chaos or instability?

A full lesson on Carol Ann Duffy’s War Photographer, created for the new EDUQAS poetry anthology (first assessment 2027). This lesson explores the emotional burden of documenting war, the role of the media, and society’s response to suffering through guided analysis, vocabulary development, thesis-style writing, and thought-provoking visual slides. Key Question: How does Duffy explore the emotional burden of witnessing war and the public’s response? Supporting Questions: – Who is the speaker and what is their role? – How does the poem contrast war and home? – How does the speaker view the public’s response?

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?

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 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?

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 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 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 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?

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.

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.