This detailed 60 page document has been designed to assist students and teachers in their thematic understanding of Chaucer’s “The Wife of Bath’s Prologue and Tale”. For each theme, detailed interpretations of the text are provided, along with accompanying quotations and line references to assist in a student’s exploration of that theme in an essay. This has proven beneficial for my A-Level students, by having them directly engage with Chaucer’s language and methods to help achieve AO2. Due to the repetitive nature of the Wife’s narrative, there will inevitably be some overlap with some of the themes. However, my students have found this beneficial as it has made some of the ideas easier to learn. Themes that are explored: Marriage Authority / Power Gender / Gender Roles Gentillesse / Social Class Male / Female Relationships The Wife’s Narrative Style Sexual Relationships The Church The Wife as a Character Struggle for Power / Maistre

This detailed 18 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Heaney's "Had I not been awake" to Literature students. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Seamus Heaney (AO3) -Context on "Had I not been awake" (AO3) -Pre-reading tasks -Initial reading questions -Questions on the Themes of Grief and Loss, Self-Discovery and Poetic Inspiration.

This detailed 18 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Frost’s “For Once, Then, Something” to Literature students. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Robert Frost(AO3) -Context on “For Once, Then, Something” (AO3) -Pre-reading tasks -Initial reading questions -Questions on the Theme of Self-Discovery

This detailed 18 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Frost’s “Desert Places” to Literature students. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Robert Frost(AO3) -Context on “Desert Places” (AO3) -Pre-reading tasks -Initial reading questions -Questions on the Theme of Grief and Loss

This detailed 27 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Frost’s “The Road Not Taken” to Literature students. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Robert Frost(AO3) -Context on “The Road Not Taken” (AO3) -Pre-reading tasks -Initial reading questions -Questions on the Theme of Journeys

This detailed 30 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Heaney’s “The Summer of Lost Rachel” to Literature students. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Seamus Heaney (AO3) -Context on The Summer of Lost Rachel (AO3) -Pre-reading tasks -Initial reading questions -Questions on the Theme of Grief and Loss

This detailed 15 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Farjeon’s “Easter Monday” to Literature students. This poem features in the CCEA GCSE Conflict Poetry Anthology. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Eleanor Farjeon (AO3) -Pre-reading tasks -Initial reading questions -Possible thematic connections to other poems in the Conflict Anthology

This detailed 14 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Hughes’ “Bayonet Charge” to Literature students. This poem features in the CCEA GCSE Conflict Poetry Anthology. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Ted Hughes (AO3) -Pre-reading tasks -Initial reading questions -Possible thematic connections to other poems in the Conflict Anthology

This cover sheet has been developed to ensure that pupils maintain a consistent quality of writing when comparing and contrasting two poems in an essay. Pupils are to use this checklist to tick off all of the essential elements of a successful answer, paragraph by paragraph, as they write it and present it when they submit their essay. This ensures that pupils remain focused in presenting consistently analytical paragraphs. I have used this successfully with both GCSE and A Level pupils.

This resource prompts students to consider the criteria for a successful analytical paragraph on Of Mice and Men. It also provides a sample paragraph and guidance on using the PEE / PEE(D) structure. Also included is a checklist for all pupils to follow when they are writing their paragraphs.

These documents are designed to assist students in exploring the thematic connections (AO4) between the Frost and Heaney poems in the CCEA A Level Anthology. In the document, pupils are prompted to use the detailed arguments and connections between pomes (AO1, AO3) to locate textual references and poetic methods (AO2) to further their analysis and understanding of the poems. These sheets would then be used as a basis for an essay on the poems and provided topic. The paired poems and themes include: The Road Not Taken and The Peninsula (Journeys), Mowing and The Forge (The Creative Process), Mending Wall and Bogland (The Past). There is also a blank template for both teachers and students to use for other poems/themes and a list of thematic connections between the poems. My A Level students have found this approach immensely beneficial in finding the connections between poems and structuring written responses.

This detailed 18 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Heaney’s “The Peninsula” to Literature students. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Seamus Heaney (AO3) -Context on “The Peninsula” (AO3) -Pre-reading tasks -Initial reading questions -Questions on the Themes of Nature, The Creative Process and Journeys

This detailed 14 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Owen’s “Anthem for Doomed Youth” to Literature students. This poem features in the CCEA GCSE Conflict Poetry Anthology. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Wilfred Owen (AO3) -Pre-reading tasks -Initial reading questions -Possible thematic connections to other poems in the Conflict Anthology

This detailed 52 page document is developed to assist both pupils and teachers in their understanding of the CCEA A Level Frost and Heaney poetry anthology, while guiding them towards a detailed analysis. For each of the 24 poems in the anthology, there are detailed questions that prompt critical stanza-by-stanza and line-by-line analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of each poem. Also included in the document- -specific contextual information for each poem (AO3) -specific themes for each poem to assist in connections between poems (AO4) -further prompt questions to analyse specific poetic devices (AO2). My A Level students have found this document immensely beneficial in group work analysis and individual research and analysis. Poems: Frost-Into My Own, Mowing, Going For Water, Mending Wall, After Apple-Picking, The Road Not Taken, Birches, “Out, Out-”, For Once Then Something, Gathering Leaves, Acquainted With The Night, Desert Places. Heaney- Personal Helicon, The Forge, The Peninsula, The Wife’s Tale, Bogland, The Harvest Bow, The Railway Children, The Summer of Lost Rachel, Postscript, ‘Had I not been awake’, The Conway Stewart, The Baler.

These resources have been designed to allow pupils to understand the essential components of a creative writing piece and incorporate them into their own extended writing. I have used these for both KS3 pupils and GCSE pupils. This series of lessons begins with the fundamentals (adjectives, verbs, adverbs etc.) before moving onto more challenging elements of crafting a creative writing piece (narrative structure, sensory descriptions). Each lesson and activity incorporates Active Learning strategies to fully engage pupils in a fun and interactive study of creative writing, with plenty of opportunities to develop their descriptions as they proceed. Included in these resources are PowerPoints and Worksheets on: - Creative Writing Checklist - Developing Descriptions: Adjectives, Verbs and Adverbs - Understanding Metaphors and Similes - Metaphor and Simile Homework Sheet - Using Vivid Language - Using Sensory Imagery (guessing game) - Worksheets to help include Sensory Imagery - Famous opening lines and Sentence Openers - Inspiration for famous pieces of literature - Descriptive Settings Guessing Game - Structuring Stories - Re-writing boring descriptions - Settings images

This worksheet offers effective guidance for pupils struggling to identify and analyse linguistic devices in both literary and non-fiction texts.

This board game has been designed to support students in their revision of Steinbeck’s “Of Mice and Men”. The game is for 2-4 players and will require counters and a dice. The rules to follow are clearly documented at the bottom of the page. It focuses on character, theme, quotes, plot, setting etc. There are 96 tasks, including: Plot retrieval Inference Debate topics / justifying arguments Generating quotes relating to character / theme Similarities / differences between characters Character relationships / values Movement tiles This A3 document has been uploaded as a PDF for easier printing and a word document if teachers wish to tweak certain parts to suit the needs of their students. I’d recommend printing it in colour and laminating it.

This detailed 15 page A3 size document has been developed to assist both students and teachers in their understanding of the characters in “An Inspector Calls”. Each character is designated 2 A3 sheets, with comprehensive lists of interpretations, notes and quotes. Each character has been split up into relevant themes and topics to assist in revision. There are also approximately 10 exam questions for each character to help pupils apply the notes, quotes and their own understanding. As this document goes through every character, there will inevitably be some overlap. An A4 PDF version of this document has also been included for easier printing. Characters/Topics/Themes include: The Inspector: Responsibility to others / collective responsibility, Responsibility for actions, How the Birlings respond to the Inspector, Approach to the investigation, Views on Social Class, Physical Description Mr Birling: Relationship with his family, Responsibility, Sheila’s engagement to Gerald, Reaction to the investigation, Social Class, Treatment of Eva / his workers, physical description. Mrs Birling: Relationship with her family, responsibility, Treatment of Eva/Daisy, Reaction to the Investigation, Social Class, Initial description. Gerald: His relationship with Sheila, Responsibility, Relationship with Eva/Daisy, Reaction to the Investigation, Social Class, View of women, Physical Description. Sheila: Responsibility, Relationship with her family, Relationship with Gerald, Reaction to the investigation, Social Class, Treatment of Eva, Initial Description.

This detailed 16 page A3 size document has been developed to assist both students and teachers in their understanding of the characters in “Of Mice and Men". Each character is designated 2 A3 sheets, with comprehensive lists of interpretations, notes and quotes. Each character has been split up into relevant themes and topics to assist in revision. (Carlson and The Boss share a single page). There are also approximately 5-10 exam questions for each character to help pupils apply the notes, quotes and their own understanding. As this document goes through every character, there will inevitably be some overlap. An A4 PDF version of this document has also been included for easier printing. Characters/Topics/Themes include: George: Treatment of others, Relationship with Lennie, Lennie’s Death, Dreams, Loneliness/Isolation. Lennie: Dreams, Relationship with George, His mental state, Loneliness/Isolation, Physical description/Strength, Interactions with others, His death. Slim: Physical description / Skill as a worker, Friendship, Power/Influence, How others view him, Views/Values/Beliefs, Treatment of others. Candy: Dreams, Loneliness/Isolation, Friendship, Treatment of others, Power/Influence/Position on the ranch, Physical description. Crooks: Dreams, Loneliness/Isolation, Friendship, Power/Influence/Position on the ranch, Prejudice/Discrimination, Physical description/his room. Curley: How others react to him, Power/Influence, Physical description, Relationship with his wife, Treatment of others. Curley’s Wife: Dreams, Loneliness/Isolation, Discrimination/Prejudice, Treatment of others, Physical Description, Relationship with Curley, Her death. Carlson and The Boss.