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In this KS4 PSHE lesson, students examine themes of power, control, emotional vulnerability, and accountability through Adolescence (Episode 3, Part 2). Titled You Don’t Control Me, this lesson zooms in on Jamie’s interactions with the psychologist, revealing how his behaviour reflects a deep struggle for dominance and a lack of emotional regulation. Using Socratic Circle discussion, students will explore how control, insecurity, and harmful beliefs about gender dynamics can affect relationships and self-perception. They will also consider how emotional support and intervention may (or may not) shift harmful attitudes. Key Themes Explored in this lesson: Control and emotional outbursts Respect and boundaries in communication Gender dynamics and the treatment of women The challenges of accountability and remorse Emotional regulation and influence What’s included: Full lesson presentation Starter and exit tasks Clear learning objectives Socratic discussion format guidance Note: This lesson is designed to be used with the Adolescence Socratic Circle Teacher’s Guide (available in my Tes shop), which includes: Episode summaries Vocabulary and key definitions In-depth discussion questions Safeguarding notes Teacher reflections and extension ideas Using the Student Guide and Parent Guide alongside this lesson will further support classroom dialogue. The full Adolescence bundle is the most cost-effective way to access all resources. Explore the full unit: This is Lesson 9 of a 16-part PSHE series built around the Adolescence series. Visit my TES shop to explore the full bundle, which includes: 16 complete lesson presentations Teacher’s Socratic Circle Guide Student reflection workbook Parent support guide Final project and assessment rubric All resources are aligned with PSHE Association guidance and statutory RSE content. pshe teaching resources ks4 | adolescence tv series resources | toxic masculinity in education | emotional regulation lesson | student-led discussion | teaching about gender respect | KS4 pshe lesson plan | socratic circle activity | behaviour and accountability | consent and control in relationships 51���� Notice: This resource is for single-classroom use only. Please do not reproduce or distribute without permission. All content © Revolutionary Education. Found it helpful? If this resource supported meaningful dialogue in your class, consider leaving a review—it helps other teachers discover lessons that work.

In this KS4 PSHE lesson, students explore key ideas around masculinity, emotional expression, and peer influence through Episode 3, Part 1 of Adolescence. Titled It’s Not a Trick, It’s Just a Conversation, this lesson focuses on the first interview between Jamie and the psychologist. Students will discuss how trust, power, and emotional communication shape the dialogue. Using Socratic Circle methods, they will reflect on the internal struggles boys may face when expressing feelings and how cultural expectations and online messaging can influence their behaviour and beliefs about gender, relationships, and control. Key Themes Explored in this lesson: Masculinity and emotional pressure Control, insecurity, and communication Influence of online ideas and group dynamics Relationships and respect The role of psychological support in youth services What’s included: Full lesson presentation Starter and exit task Clear learning objectives Socratic discussion format guidance Note: This lesson is designed to go with the Adolescence Socratic Circle Teacher’s Guide (see my Tes shop) which includes: Episode summaries Vocabulary and key definitions Discussion questions for each part Safeguarding notes and teaching guidance Teacher’s commentary Optional extension activities Pairing this lesson with the Student Guide and Parent Guide will help students build confidence before participating in discussion. Purchasing the full Adolescence bundle is the most cost-effective way to access all materials. Explore the full unit: This is Lesson 8 of a 16-part PSHE series based on Adolescence. Visit my TES shop to access the full bundle, which includes: 16 complete lesson presentations Teacher’s Socratic Guide Student workbook Parent support guide Final project guidance and assessment rubric All resources are aligned with PSHE Association recommendations and support statutory RSE content. Relevant tags: pshe teaching resources ks4 | adolescence series | masculinity and emotion ks4 | student-led discussion | healthy relationships | communication skills lesson | critical thinking in pshe | KS4 socratic circle | gender expectations in adolescence | teacher-created resources 51���� Notice: This resource is for single-classroom use only. Do not copy, distribute or upload elsewhere without permission. All content © Revolutionary Education. Enjoyed this lesson? If this lesson supported meaningful discussion in your classroom, please consider leaving a review or sharing your experience—it helps other teachers find useful resources like this one.

In this KS4 PSHE lesson, students reflect on emotional vulnerability, grief, and the need for emotional connection through Episode 2, Part 3 of Adolescence. Titled How Fragile We Are, this lesson explores the emotional turning point of the series as DS Clyde arrests Ryan and becomes visibly affected. In a rare moment of self-awareness, he takes a step back and later reaches out to his son, showing the importance of emotional intelligence and meaningful fatherhood. Meanwhile, Jade walks home alone and distressed, her grief heightened by the lack of support. The episode ends with a haunting school choir performance of Sting’s Fragile, highlighting the human cost of violence. Through Socratic Circle discussion, students will explore themes of grief, justice, accountability, emotional literacy, and what it means to truly care for others. Key Themes Explored in this lesson: Grief and gendered emotional expression The emotional cost of violence Emotional literacy and healthy fatherhood Loneliness and support systems Symbolism and song as storytelling What’s included: Full lesson presentation Starter and exit task Clear learning objectives Socratic discussion format guidance Note: This lesson is designed to go with the Adolescence Socratic Circle Teacher’s Guide (see my Tes shop) which includes: Full summaries for each part Key terminology and definitions Discussion questions for each part Trigger warnings & 51���� notes Teacher’s notes Extension task ideas Pairing this resource with the Student Guide and Parent Guide will allow learners to reflect more deeply and prepare responses before engaging in discussion. Purchasing the whole Adolescence bundle is the most cost-effective way to access all materials! Explore the full unit: This is Lesson 7 of a 16-part PSHE series based on Adolescence. Visit my TES shop to purchase the complete bundle, which includes: 16 full lesson presentations Teacher Guide with notes and questions Student Pack Parent Guide Final project and assessment rubric All aligned with the PSHE Association guidance and statutory RSE content. pshe teaching resources ks4 | adolescence series | grief and emotional vulnerability | toxic masculinity and emotion | fatherhood and communication | pshe music and symbolism | emotional intelligence lesson ks4 | student-led discussion lessons | gendered grief and justice | pshe lesson on accountability 51���� Notice: This resource is for single-classroom use only. Do not reproduce, share, or redistribute without the appropriate licence. All content is original and copyright © Revolutionary Education. Found this resource impactful? If this resource sparked powerful conversations in your classroom, please consider leaving a review or sharing your experience. It helps other teachers discover resources that work!

In this KS4 PSHE lesson, students dive deeper into gender expectations, online culture, and coercive behaviour in Adolescence, Episode 2, Part 2. Titled You’re Not Getting It, this lesson explores the emotional fallout of Katie’s murder through two key lenses: grief and gendered online behaviour. Students will unpack Jade’s emotional breakdown, the strain on her relationships, and how her experience contrasts with that of the boys in the episode. Through Socratic Circle discussion, they’ll also examine Adam’s attempt to talk to his dad about red pill culture, incel ideology, and how the young boys in his year group are taught to manipulate women rather than understand them. The episode raises vital questions about silence, complicity, coercion, and the emotional distance between teens and adults. Key Themes Explored in this lesson: Incel culture and gendered online spaces Grief, isolation, and gendered emotional expression Emotional safety and parental presence Coercion, complicity, and toxic ideology Gender expectations and relationship norms What’s included: Full lesson presentation Starter and exit task Clear learning objectives Socratic discussion format guidance Note: This lesson is designed to go with the Adolescence Socratic Circle Teacher’s Guide (see my Tes shop) which includes: Full summaries for each part Key terminology and definitions Discussion questions for each part Trigger warnings & 51���� notes Teacher’s notes Extension task ideas Pairing this resource with the Student Guide and Parent Guide will allow learners to reflect more deeply and prepare responses before engaging in discussion. Purchasing the whole Adolescence bundle is the best way to save on this resource! Explore the full unit: This is Lesson 6 of a 16-part PSHE series based on Adolescence. Visit my TES shop to purchase the complete bundle, which includes: 16 full lesson presentations Teacher Guide with notes and questions Student Pack Parent Guide Final project and assessment rubric All aligned with the PSHE Association guidance and statutory RSE content. pshe teaching resources ks4 | adolescence series | incel culture pshe lesson | toxic masculinity education | coercive control and consent | grief and gender expectations | online culture and teenage boys | student-led discussion lessons | ks4 rse lesson plans | pshe consent resources 51���� Notice: This resource is for single-classroom use only. Do not reproduce, share, or redistribute without the appropriate licence. All content is original and copyright © Revolutionary Education. Found this resource impactful? If this resource sparked powerful conversations in your classroom, please consider leaving a review or sharing your experience. It helps other teachers discover resources that work!

In this KS4 PSHE lesson, students explore school culture, masculinity, and emotional suppression through the lens of peer reaction and institutional response in Adolescence, Episode 2, Part 1. Titled These Kids Are Impossible, this lesson focuses on how Katie’s murder ripples through the school community. Students will analyse how teachers, peers, and staff respond to tragedy, some with denial, some with control, and some with humour. They’ll explore the pressures boys face to stay emotionally detached and the barriers young people encounter when trying to talk about violence, grief, or gender expectations. The episode raises urgent questions about desensitisation, social media, and the role schools play in helping students process harm and trauma. Key Themes Explored in this lesson: Masculinity and emotional repression School responses to crisis and 51���� Peer pressure and toxic humour Desensitisation to violence Social media and harmful online behaviour What’s included: Full lesson presentation Starter and exit task Clear learning objectives Socratic discussion format guidance Note: This lesson is designed to go with the Adolescence Socratic Circle Teacher’s Guide (see my Tes shop) which includes: Full summaries for each part Key terminology and definitions Discussion questions for each part Trigger warnings & 51���� notes Teacher’s notes Extension task ideas Pairing this resource with the Student Guide and Parent Guide will allow learners to reflect more deeply and prepare responses before engaging in discussion. Purchasing the whole Adolescence bundle is the best way to save on this resource! Explore the full unit: This is Lesson 5 of a 16-part PSHE series based on Adolescence. Visit my TES shop to purchase the complete bundle, which includes: 16 full lesson presentations Teacher Guide with notes and questions Student Pack Parent Guide Final project and assessment rubric All aligned with the PSHE Association guidance and statutory RSE content. pshe teaching resources ks4 | adolescence series | school culture pshe lesson | teaching masculinity and emotion | student mental health lesson | toxic masculinity education | social media and violence lesson | peer pressure classroom resource | student-led discussion lessons | ks4 pshe lesson plans 51���� Notice: This resource is for single-classroom use only. Do not reproduce, share, or redistribute without the appropriate licence. All content is original and copyright © Revolutionary Education. Found this resource impactful? If this resource sparked powerful conversations in your classroom, please consider leaving a review or sharing your experience. It helps other teachers discover resources that work!

In this KS4 PSHE lesson, students explore denial, guilt, and accountability during Jamie’s police interview in Episode 1, Part 3 of the series Adolescence. Titled I Haven’t Done Anything Wrong, this lesson focuses on Jamie’s repeated insistence that he is innocent while police present mounting evidence, including CCTV, a possible motive, and online behaviour. Through a Socratic Circle discussion, students will examine how people respond when accused of serious crimes, how guilt is expressed or avoided, and how the justice system handles youth offenders. The lesson also introduces discussions on gender, emotional expression, and how boys are taught to process shame. Key Themes Explored in this lesson: Guilt, denial, and accountability The justice system’s approach to youth suspects Gender and emotional suppression Social media and objectification Parental breakdown and perception of innocence What’s included: Full lesson presentation Starter and exit task Clear learning objectives Socratic discussion format guidance Note: This lesson is designed to go with the Adolescence Socratic Circle Teacher’s Guide (see my Tes shop) which includes: Full summaries for each part Key terminology and definitions Discussion questions for each part Trigger warnings & 51���� notes Teacher’s notes Extension task ideas Pairing this resource with the Student Guide and Parent Guide will allow learners to reflect more deeply and prepare responses before engaging in discussion. Purchasing the whole Adolescence bundle is the best way to save on this resource! Explore the full unit: This is Lesson 4 of a 16-part PSHE series based on Adolescence. Visit my TES shop to purchase the complete bundle, which includes: 16 full lesson presentations Teacher Guide with notes and questions Student Pack Parent Guide Final project and assessment rubric All aligned with the PSHE Association guidance and statutory RSE content. pshe teaching resources ks4 | adolescence series | youth justice system | police interview lesson | socratic circle pshe | teaching consent ks4 | toxic masculinity education | student-led discussion lessons | teaching accountability and guilt | ks4 pshe lesson plans | youth crime education resource 51���� Notice: This resource is for single-classroom use only. Do not reproduce, share, or redistribute without the appropriate licence. All content is original and copyright © Revolutionary Education. Found this resource impactful? If this resource sparked powerful conversations in your classroom, please consider leaving a review or sharing your experience. It helps other teachers discover resources that work!

In this KS4 PSHE lesson, students will explore the concepts of vulnerability, consent, and control through the lens of Jamie’s arrest and forensic processing in Episode 1, Part 2 of the series Adolescence. Titled Don’t Wash Away the Evidence, this lesson focuses on the intense custody scenes where Jamie is placed in a dry cell, swabbed for DNA, and subjected to a strip search. Through a Socratic Circle discussion, students will analyse the significance of these procedures and how the police gather evidence in serious criminal cases. They’ll also consider the director’s choices in portraying Jamie’s vulnerability and emotional state, and why it matters. Key Themes Explored in this lesson: Vulnerability and control in the justice system Consent and the trauma of body searches Emotional suppression and powerlessness Police procedure and forensic evidence gathering Media and directorial decisions in storytelling What’s included: Full lesson presentation Starter and exit task Clear learning objectives Socratic discussion format guidance Note: This lesson is designed to go with the Adolescence Socratic Circle Teacher’s Guide (see my Tes shop) which includes: Full summaries for each part Key terminology and definitions Discussion questions for each part Trigger warnings & 51���� notes Teacher’s notes Extension task ideas Pairing this resource with the Student Guide and Parent Guide will allow learners to reflect more deeply and prepare responses before engaging in discussion. Purchasing the whole Adolescence bundle is the best way to save on this resource! Explore the full unit: This is Lesson 3 of a 16-part PSHE series based on Adolescence. Visit my TES shop to purchase the complete bundle, which includes: 16 full lesson presentations Teacher Guide with notes and questions Student Pack Parent Guide Final project and assessment rubric All aligned with the PSHE Association guidance and statutory RSE content. pshe teaching resources ks4 | adolescence series | youth justice system | forensic evidence lesson | dry cell explanation | socratic circle pshe | teaching consent ks4 | toxic masculinity education | student-led discussion lessons | teaching vulnerability and control | ks4 pshe lesson plans | body autonomy pshe lesson 51���� Notice: This resource is for single-classroom use only. Do not reproduce, share, or redistribute without the appropriate licence. All content is original and copyright © Revolutionary Education. Found this resource impactful? If this resource sparked powerful conversations in your classroom, please consider leaving a review or share your experience. It helps other teachers discover resources that work!

In this powerful follow-up lesson, students explore masculinity, fear, and the justice system through the lens of the series Adolescence. Focusing on Jamie’s arrest and traumatic strip search, this KS4 PSHE lesson uses a Socratic Circle format to help students unpack key themes such as emotional repression, vulnerability, institutional power, and family roles. Designed to support critical thinking and reflective dialogue, this lesson invites learners to examine how boys are taught to respond to fear, control and shame, and what happens when that breaks down. What’s included: Full lesson presentation (PDF) Starter and exit task Learning objectives Reminder on discussion format and expectations including sentence starters To get the most out of this lesson: You will need the Adolescence Socratic Circle Teacher Guide, which includes detailed vocabulary lists, trigger warnings, and over 30 high-quality, scaffolded discussion questions for this episode. You may also wish to use the Student Pack, which contains questions and reflection space for every lesson. Themes Explored: Toxic masculinity and silence Institutional treatment of young people Power, fear, and justice Family support and helplessness Emotional awareness in boys and men Bundle and Save: This lesson is part of a complete 16-lesson Adolescence unit. Visit my TES shop to purchase the full bundle, which includes: Teacher Guide Student Workbook Parent Support Pack 16 full PSHE lessons Final Project & Assessment Rubric All aligned with PSHE Association guidance and RSE statutory requirements. pshe teaching resources | ks4 pshe lessons | adolescence series | toxic masculinity | consent and coercion | rse education | justice system ks4 | socratic circle | emotional literacy | critical thinking in pshe | strip search | vulnerability | boys and emotional repression 51���� Notice: This resource is for single-classroom use only. Do not reproduce, share, or redistribute without purchasing additional licences. All content copyright © Revolutionary Education. Found this helpful? Please leave a review to help others discover this resource and support the development of transformative, discussion-led PSHE materials.

Empower your students to think critically from the very first lesson of this impactful PSHE unit. Lesson 1 of a 16-lesson discussion-led scheme of work inspired by the critically-aclaimed series Adolescence. In this introductory lesson, students are introduced to the unit’s core theme such as: violence, identity, masculinity, and justice, through reflective discussion and Socratic dialogue. Students will be introduce to the series itself, the themes they’ll likely explore, optional end of unit project and the essential question “Where does violence begin?”. Note: Student’s will need the Adolescence Socratic Circle Student Guide and Parent Guide to be able to fully engage with this lesson. See shop to purchase these resources seperately or purchase this resource as part of the Adolescence bundle to get everything you need to teach the whole unit in the most cost effective way! This resource is perfect for PSHE, Citizenship, RSE or English crossover lessons, this resource helps students develop emotional intelligence, social awareness and critical thinking. What’s included in Lesson 1: One full lesson presentation for a 60-minute lesson Starter and exit tasks Discussion prompt for a practice Socratic Circle Clear overview of the unit structure and expectations Introduction to the final creative project (optional but recommended) Optional anonymous question box setup This is part of a complete 16-lesson unit. For the most cost-effective way to deliver the entire series, visit my TES shop to purchase the full Adolescence bundle. It includes: Teacher’s Socratic Circle Guide (12 guided lessons with teacher notes and extension tasks to keep the discussion going) Student Pack (with vocabulary, questions, and space for reflection) Parent Guide (to support at-home conversations) 16 full lesson presentations Final project rubric, exhibition criteria and guidance pshe teaching resources | adolescence pshe lesson | ks4 pshe lessons | toxic masculinity education | consent education ks4 | rse curriculum | channel 4 adolescence | socratic circle discussion | violence in adolescence | teaching healthy relationships | critical thinking pshe 51���� Notice: This resource is for single-classroom use only. Please do not reproduce, share or distribute without appropriate licensing. All content copyright © Revolutionary Education. If you enjoy using this resource… Please consider leaving a review to help other teachers discover the Adolescence series. Reviews support teacher-creators like me in making powerful resources that create change in classrooms.

PSHE Teaching Resources | KS4 Socratic Circle Lesson Pack | Adolescence Series | Consent, Toxic Masculinity, Violence & Emotional Awareness Empower your students to think critically about violence, masculinity, consent, and relationships with this powerful Adolescence Socratic Circle pack. Based on the acclaimed TV series Adolescence, this 50 page PDF includes everything you need to run 12 deep-thinking, discussion-based lessons. Developed by a qualified teacher and curriculum designer, this resource is aligned with PSHE Association topics and supports RSE statutory content. It’s ideal for those looking to engage students in real-world learning using high-quality discussion prompts, vocabulary, and accessible content. This resource includes: 12 fully scaffolded Socratic Circle lessons Episode summaries, vocabulary banks, teacher notes, and guiding questions Trigger warnings & 51���� guidance per episode Critical thinking questions covering themes of masculinity, identity, relationships, justice and more A full scheme of work for the entire unit including expected learning outcomes Vist my shop to buy the whole Adolescence bundle including: This full teacher’s guide Student guide Parent guide 16 full lessons (presentations and handouts where relevant) Final project details (summative assessment) and a rubric to offer feedback Whether you’re delivering PSHE in a standard classroom or creating space for critical dialogue in an enrichment programme, this pack is ready to go. Help other teachers! By downloading this resource, you’re not only empowering your class to explore important issues and build critical thinking skills—you’re also supporting a teacher-creator on a mission to reimagine education. If you’ve found this resource helpful, please consider leaving a review or sharing your experience. Reviews help other educators discover impactful resources like this one! 51���� Notice: This resource is for single-classroom use only. Please do not share, reproduce, or redistribute beyond your own class without purchasing the appropriate licences. All content is original and copyright © Revolutionary Education. pshe teaching resources ks4 pshe lessons adolescence channel 4 series toxic masculinity education consent lesson ks4 gender based violence teaching resource pshe worksheets pdf rse curriculum uk socratic circle lesson plans adolescent behaviour education teaching about masculinity and consent

Looking for a meaningful, creative, and inclusive lesson to celebrate Mother’s Day with your secondary students? This one-hour session is perfect for KS3 and KS4 and focuses on developing gratitude, emotional intelligence, and reflective writing skills. In this engaging and thoughtful lesson, students will: Learn about the UK origins of Mothering Sunday Explore the benefits of gratitude for emotional wellbeing Reflect on the people in their lives who offer care and support Choose from a range of creative tasks to express appreciation, including letter writing, poetry, card design, and more Consider alternative perspectives for students who may not have a traditional mother figure This resource includes: A full lesson presentation Flexible, inclusive task options for diverse family contexts A focus on social-emotional learning (SEL) and student voice Perfect for English, PSHE, form time, or wellbeing weeks, this resource can be used as a standalone lesson or as part of a wider creative writing or emotional literacy unit. Why teachers love it: Ready-to-teach with clear structure and creative flexibility Supports mental health and wellbeing Encourages personal reflection and meaningful connection Give your students the chance to express themselves, build empathy, and reflect on the power of care this Mother’s Day. If you download this resource please consider leaving a review so that other teacher’s can determine if it’s the right choice for them. Your feedback helps immensly! Do visit my Tes shop for more great literacy, English and PSHE resources! Happy teaching!

The Curtain Closes: Final Edits & Submission How do stories shape our understanding of the world and ourselves? This lesson supports students as they finalise their rewritten scene and reflection on Romeo and Juliet. Using structured checklists, peer feedback, and independent editing time, students will ensure their work is clear, well-structured, and ready for submission. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Self-Edit Checklist – Rewritten Scene: Is the scene structured correctly (play format: character names, stage directions, dialogue)? Does the dialogue fit the characters and maintain consistency? Have spelling, punctuation, and grammar been checked? Are changes to the original scene clear and purposeful? Self-Edit Checklist – Reflection Writing: Have I clearly explained why I made changes? Have I discussed how my choices connect to key ideas in the play? Is my writing well-organised and easy to follow? Peer Review Option: Swap work with a partner for constructive feedback. Make final improvements based on peer and self-evaluation. Final Writing & Editing Time (30 minutes): Students refine their work before submission. Sentence Starters for Reflection: The scene I adapted was… One major change I made was… This change highlights… In Shakespeare’s version, the character of… is shown as…, but in my version… By changing…, I wanted to highlight… Exit Task – Final Reflection: One thing I learned from this project is… My biggest takeaway from studying Romeo and Juliet is… Key Skills Developed: Editing and refining creative writing for clarity and accuracy Applying structured feedback to improve work Developing confidence in reviewing and submitting writing This lesson is ideal for GCSE English teachers looking to help students complete their final project with confidence while ensuring their work meets key writing and analysis standards. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to support students as they refine and submit their final work. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

How do stories shape our understanding of the world and ourselves? This lesson helps students review and reflect on their rewritten scenes from Romeo and Juliet. By focusing on creative choices, themes, and character development, students will gain deeper insight into storytelling techniques and how different interpretations can shape meaning. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Starter Task: Understanding Adaptations – Students discuss different versions of well-known texts and consider: Why do writers reinterpret classic works? How do creative choices shape audience perception? What makes an adaptation engaging? Structuring Your Analysis – Step-by-step guidance to help students explain their creative decisions: Which scene was adapted? What were the main changes and why? How do these choices connect to key themes in the play? How do character portrayals shift between versions? What effect do these changes have on the audience? Sentence Starters for Analysis – Students receive structured prompts to support their writing: “The original scene I adapted was…” “One major change I made was…” “This change highlights the theme of… by…” “In Shakespeare’s version, the character of… is portrayed as…, but in my version…” Peer Review Session – Students exchange work and provide constructive feedback using prompts: “I liked how you…” “I think the section where you… could be expanded by…” Exit Task: Final Refinement – Students reflect on feedback and make final edits to their writing. Key Skills Developed: Understanding different approaches to storytelling Exploring creative choices and their impact Engaging in structured peer feedback and revision Developing clear and thoughtful reflective writing This lesson is ideal for GCSE English teachers looking to help students strengthen their creative and analytical writing skills while making meaningful connections to Romeo and Juliet. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to help students develop confidence in their writing and analysis. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Final Edits & Critical Insights: Bringing Your Scene to Life – Writing & Analysis Workshop How do stories shape our understanding of the world and ourselves? This lesson guides students through finalising their rewritten scene from Romeo and Juliet and beginning a critical analysis of their creative choices. By refining dialogue, structure, and formatting, students will enhance their work while making meaningful connections to Shakespeare’s original themes, characters, and conflicts. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Final Editing Checklist – Students review and refine their scene, ensuring: Natural dialogue that fits the tone. Clear and effective stage directions. Formatting follows playwriting conventions. Grammar, punctuation, and spelling are correct. Peer Feedback Session – Students exchange scenes for structured peer review, focusing on clarity, engagement, and consistency. Writing Time (20 minutes) – Students complete and polish their final scene. Critical Analysis Introduction – Students begin writing about their scene using a structured framework: Comparing the Original & Rewritten Scene – Using a Venn diagram, students map out what stayed the same and what changed. Explaining Creative Choices – Step-by-step guidance for analysing how their version presents characters, emotions, and themes differently. Reflection on Character Reactions – How does the rewritten scene change the way characters respond to events? Final Conclusion – What does their version reveal about the original scene and its themes? Exit Task – Students summarise in one sentence how their scene differs from Shakespeare’s version. Key Skills Developed: Editing and refining creative writing for clarity and impact Analysing how creative choices shape meaning in literature Engaging in structured peer feedback and revision Developing critical writing skills through structured analysis This lesson is ideal for GCSE English teachers looking to help students enhance their creative writing skills while making meaningful literary connections to Shakespeare’s work. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to support students in refining their creative work and deepening their literary analysis. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

How do stories shape our understanding of the world and ourselves? This lesson helps students strengthen their rewritten scenes from Romeo and Juliet by focusing on revision techniques, word choice, and peer feedback. Through structured writing exercises, students will learn how small adjustments in dialogue, tone, and structure can enhance meaning and character development. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Starter Task: Why Revision Matters – Students compare different versions of a short passage and discuss: How does word choice affect tone? How do small edits improve clarity? Goal-Setting for Revision – Students set specific goals for improving their scene based on feedback. Editing & Refinement Checklist – Students review their work and focus on: Clear dialogue and logical progression. Consistent tone and style. Meaningful changes to strengthen the scene. Shakespearean-style language or a modern adaptation. Writing Time (30 minutes) – Students refine their scene, focusing on clarity, flow, and engagement. Peer Feedback Session – Students exchange scenes and provide structured feedback using sentence starters: “One thing that really stood out was…” “I was engaged by…” “A small change that could make a big impact is…” Exit Task: Reflection & Final Edits – Students reflect on feedback and identify one key revision to improve their scene. Key Skills Developed: Enhancing creative writing through revision Applying constructive feedback to improve storytelling Understanding how small changes influence meaning Engaging in collaborative critique and discussion This lesson is ideal for GCSE English teachers looking to help students develop their writing skills while deepening their understanding of Romeo and Juliet. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to help students refine and improve their creative interpretations of Shakespeare’s work. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Rewriting Fate: Crafting & Refining Your Scene – Creative Writing Workshop How do stories shape our understanding of the world and ourselves? This lesson allows students to reimagine key moments in Romeo and Juliet by rewriting a scene with alternative choices, dialogue, or outcomes. Through structured writing, peer feedback, and refinement, students will explore how narrative changes impact character dynamics, themes, and meaning. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Choosing Your Scene Task – Students select a pivotal moment to rewrite, considering: What if Romeo and Juliet never met? (Act 1, Scene 5) What if Mercutio survived? (Act 3, Scene 1) What if Juliet refused Friar Laurence’s plan? (Act 4, Scene 1) What if Juliet woke up before Romeo made his final choice? (Act 5, Scene 3) Creative Writing Checklist – Students ensure their scene: Uses proper script format (character names, stage directions, dialogue). Makes meaningful changes while keeping characters consistent. Incorporates Shakespearean-style language or a modern adaptation. Writing Time – A 30-minute writing session where students draft their scene, focusing on storytelling rather than perfection. Peer Feedback Session – Partners provide constructive feedback using sentence starters: “I really liked how you…” “I wonder what would happen if…” “It would be even better if…” Exit Task – Students reflect on feedback and complete the sentence: “Based on the feedback I received, I will improve my scene by…” Key Skills Developed: Creative writing and adaptation of Shakespearean text Understanding of how narrative choices shape meaning Engaging in structured peer feedback and revision Exploring character consistency while reimagining plot events This lesson is ideal for GCSE English teachers looking to encourage deep engagement with Shakespeare’s text through creative exploration and alternative storytelling. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to inspire students to rethink fate, choice, and consequence in Shakespeare’s timeless play. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Final Farewell: Resolution & Reconciliation – Act 5, Scene 3 Analysis How do stories shape our understanding of the world and ourselves? This lesson explores Act 5, Scene 3 of Romeo and Juliet, focusing on the final moments of the play, the resolution of the Montague-Capulet conflict, and Shakespeare’s message about reconciliation. Through discussion, analysis, and reflection, students will examine whether the resolution is meaningful or comes too late, and what lessons can be learned from the play’s conclusion. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Starter Task: Rewriting the Ending – Students imagine an alternative conclusion and reflect on how a different outcome might change the message of the play. Act 5, Scene 3 Video Viewing – A performance of the scene to support comprehension. Close Reading Task – A 10-minute text analysis, followed by a written summary of key events. Discussion: Too Little, Too Late? – Students consider real-world situations where reconciliation happens after a major event: Two best friends argue for years but only reconcile at a funeral. A war between two nations ends, but only after many years of loss. A parent realizes they were too strict, but only after their child has moved away. How do these situations compare to the Montagues and Capulets in the play? Socratic Circle Discussion – A guided discussion exploring: Does the ending provide meaningful resolution, or is it too late? What is Shakespeare’s message about conflict and reconciliation? How does the resolution reflect the play’s themes of love, fate, and loss? Exit Task – Students write one powerful sentence that captures the significance of the play’s ending and connects it to one of its central themes. Key Skills Developed: Analysing how Shakespeare concludes the play’s central conflicts Exploring themes of reconciliation, resolution, and timing Engaging in structured discussion and literary analysis Developing argument-building and reflective writing skills This lesson is ideal for GCSE English teachers looking to help students critically evaluate the conclusion of Romeo and Juliet and its relevance to broader themes of conflict and resolution. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to help students explore how Shakespeare’s ending reinforces the play’s central themes. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

How do stories shape our understanding of the world and ourselves? This lesson explores Act 5, Scenes 1-3 of Romeo and Juliet, focusing on Romeo’s return to Verona, the final events of the play, and how choices shape the outcome. Through discussion, analysis, and creative writing, students will examine how different actions could have changed events and whether Shakespeare presents fate as unavoidable. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Starter Task: What If? – Students consider alternative possibilities and discuss how they might have influenced the story: What if Romeo had received Friar Laurence’s letter? What if Juliet had woken up earlier? What if Romeo had waited before making his final decision? What if the Friar had reached the tomb in time? What if Paris and Romeo had worked together instead of fighting? Act 5, Scene 1-3 Video Viewing – A performance of the scene to aid comprehension. Creative Scene Rewriting Activity – Students rewrite a moment from the scene with a key change, exploring how small decisions impact the larger narrative. They can choose to write in: Shakespearean language (for a challenge!) Modern adaptation (text messages, news reports, diary entries) Script format (staging an alternative ending) Socratic Circle Discussion – A guided discussion exploring: Does Shakespeare suggest that fate is inescapable, or do characters shape their own outcomes? How do small miscommunications influence major events? Would a different choice have led to a different conclusion? Exit Task – Students complete the sentence: “Romeo and Juliet’s ending was shaped by ______ rather than ______.” Key Skills Developed: Analysing Shakespeare’s use of fate and dramatic structure Exploring alternative outcomes through creative writing Engaging in structured discussion and literary analysis Developing critical thinking by considering cause-and-effect relationships This lesson is ideal for GCSE English teachers looking to help students engage with Shakespeare’s exploration of fate, choice, and miscommunication. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to help students critically examine the final events of Shakespeare’s iconic tragedy. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

The Illusion of Death: Secrets, Irony & Tragedy – Act 4, Scene 3-5 Analysis How do stories shape our understanding of the world and ourselves? This lesson explores Act 4, Scenes 3-5 of Romeo and Juliet, focusing on Juliet’s fake death and its consequences. Through discussion and textual analysis, students will examine themes of secrecy, deception, dramatic irony, and the power of fate in shaping tragedy. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Starter Task: Deception & Consequences – Students evaluate different acts of deception, predicting potential consequences: A friend fakes being sick to avoid an exam. A celebrity fakes their death to escape fame. A couple stages a breakup to see how their friends react. How do these connect to Juliet’s decision? Who suffers the most from deception—Juliet, her family, or Romeo? Act 4, Scene 3-5 Video Viewing – A performance of the scene to support comprehension. Close Reading Task – A 10-minute text analysis, followed by a written summary of key events. Socratic Circle Discussion – A guided discussion exploring: What are the risks of faking something important? How does Shakespeare create tension through dramatic irony? How does this deception contribute to the play’s final tragedy? Exit Task – Students complete the sentence: “Shakespeare creates tension in this scene by…” Key Skills Developed: Analysing dramatic irony and tension in Shakespeare’s tragedy Exploring themes of secrecy, deception, and unintended consequences Engaging in structured discussion and literary analysis Developing critical thinking through real-world and literary connections This lesson is ideal for GCSE English teachers looking to help students examine the role of secrecy and dramatic irony in shaping the play’s tragic ending. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to explore the consequences of Juliet’s desperate plan and its impact on the unfolding tragedy. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.

Juliet’s Gambit: Agency, Choice & Desperation – Act 4, Scene 1-2 Analysis How do stories shape our understanding of the world and ourselves? This lesson explores Act 4, Scenes 1-2 of Romeo and Juliet, focusing on Juliet’s plan to fake her death. Through discussion and textual analysis, students will examine the pressures that lead to her decision, the themes of agency and desperation, and whether her actions reflect strength or fear. What’s Included? Full Lesson Plan – A structured guide with clear objectives and activities. Starter Task: A Difficult Choice – Students consider a scenario where they must choose between escaping a difficult situation or submitting to family expectations. They reflect on: Have you ever felt trapped in a decision? How does family and societal pressure influence choices? How do these ideas connect to Juliet’s dilemma? Act 4, Scenes 1-2 Video Viewing – A performance of the scene to support comprehension. Close Reading Task – A 10-minute text analysis, followed by a written summary of key events. Socratic Circle Discussion – A guided discussion exploring: Does Juliet’s decision show strength or fear? How do secrecy and desperation drive the plot forward? What role do the adults in Juliet’s life play in her choices? Exit Task – Students complete the sentence: “Juliet’s choice to fake her death is a sign of ______ but also ______.” Key Skills Developed: Analysing Juliet’s agency and decision-making in the play Exploring themes of pressure, independence, and secrecy Engaging in structured discussion and literary analysis Developing argument-building skills through critical thinking This lesson is ideal for GCSE English teachers looking to help students examine Juliet’s character development and the dramatic tension in this pivotal moment. Reminder: This lesson follows the Socratic Circle Workbook, available in Lesson 1. Find Lesson 1 and the full bundle in my TES resources for a structured approach to Romeo and Juliet. Download now to guide students through Juliet’s most daring decision in the play. If you found this resource helpful, please leave a review. Your feedback supports the creation of more high-quality resources. 51���� Notice: This resource is for personal classroom use only. Redistribution, resale, or uploading to shared platforms (including school drives and VLEs not for personal classroom use) is strictly prohibited. If you need additional licences, please purchase them separately. © 2024. Revolutionary Education. All rights reserved.