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

Encourage students to think more critically about the character Lady Macbeth. Resource: This resource has statements from critics, sharing different viewpoints on the character Lady Macbeth. In groups, students will explore moments in the play to support or challenge the point of view. Each section has a challenge and an extension task extending student responses. Lesson: Recall questions which are open ended enabling for greater discussion and developed responses. A kinesthetic task to encourage more critical judgements. This visual aid will be returned to at the end. *All of my students had changed their view about Lady Macbeth by the end of the lesson understanding her to be a more complex character than first believed. * Group task. Each group feeds back their ideas and findings with the rest of the class. Other groups add to their resource to complete the table of different viewpoints and perspectives. Students then write a conceptualised, critical, exploratory introduction to an essay on Lady Macbeth. This can develop to an essay. 2-3 lessons

Ambitious vocabulary for students aiming for the highest levels. This resource provides students with a wide range of specific and high level vocabulary to meet the top of the assessment criteria. It challenges students to demonstrate their understanding of these terms by writing the meaning and using it in a an example answer. Students should then feel more confident and get used to using ambitious vocabulary and key terms in their written responses. Extension task encourages students to identify where these terms can apply to other Literature texts. Support is given in the form of examples and more challenging meanings completed for them.

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

This resource contains practice exam questions for Language Paper 1 provides guidance to ensure they are focusing on the question and not writing about elsewhere or writing too much. Extension tasks are included to stretch and challenge their understanding of question 1 and even give them a chance to be creative.

This is a revision activity for animal farm which is topical and engaging for the students. It follows the latest television show ‘The Masked Singer’ where students are given hints which reveal the masked character such as key quotations, descriptions, allegorical links, Orwell’s views etc. Students can also ask for a hint which tells them a bit more about the character or their link to the text and context. The quotations and hints are more cryptic than the obvious to broaden students’ knowledge of the key characters and the text and thus allow them to make developed personal responses. Answers and teacher guidance in the notes of each slide.

All of the information (and more) students need to understand the context and plot of Animal Farm and the character Napoleon. The starter highlights the importance of context in Animal Farm and addresses some misconceptions and common exam mistakes. This lesson covers: Overthrow of the Tsar (revolution) The Bolsheviks General Secretary Totalitarian state Use of the secret police Five year plan Collectivisation Purges and praises Orwell’s views These slides can be made into revision cards or notes. Students should make links between the context points and the novella.

This template can be used for plays, novels, creative writing etc. 6 SECTIONS PER PAGE. Can print again for longer plays.

Lessons and resources for the poem ‘Walking Away’ by Cecil Day Lewis. Includes: pre-reading task contextual information reading with vocabulary support summary task with support and challenge differentiated analysis task(s) with prompts exam-style question

A complete lesson and resources introducing students to a range of genres and fiction texts. Identifying and analysing writer’s methods in the opening of ‘A Monster Calls’ to convey the gothic genre. Support, challenges and extensions for all activities. Range of activities for all abilities and learning styles. Promotes reading!

A 20 question quiz on the play ‘DNA’. Questions that range and encourage critical thinking.

Mini SOW introducing students to Language Paper 2 Part B (writing). The first few lessons focus on understanding, evaluating and making choices about perspective, viewpoints, audience, purpose and tone. The next week of lessons focus on identifying, revising and applying an effective structure for a speech.

Resource for students revising poetry for an exam or assessment.

This is a complete lesson/ two-part lesson teaching the essential and foundational skills of processing sounds and seeing how they are used in the poetic form: haiku. This lesson has support for learners such as writing frames, sentence starters, tips and prompts and challenge and extension tasks for more advanced learners. Information, answers and teacher notes are provided so it can be taught be anyone! Students can use any materials to complete these activities. The lesson included prior knowledge activities, addressing misconceptions, assessment for learning, reflection, redrafting and reviewing to easily demonstrate progress.

This lesson introduces students to the form of poetry. Students get a chance at writing their first poem and reflecting on the process.

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

BREAKTHROUGH LESSONS! This lesson is easy to follow and understand with two different poems that are alike in exploring the viewpoint of a child. This lesson was created to ensure students feel confident answering unseen and understand that their interpretation is just as relevant as everyone else’s as long as they can support their answers. This is the main barrier to overcome when teaching unseen poetry. This lesson includes a memory quiz mainly focusing on subject terminology, the mark scheme broken down, how to approach an unseen and what to comment on, explorative questions to annotate each poem, two model paragraphs. This covers 3 lessons. Poems explored: ‘Climbing My Grandfather’ by Andrew Waterhouse ‘The Chimney Sweeper’ by William Blake (songs of innocence)

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

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

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