NEW RESOURCE: I’ve been experimenting with @Xris32 style ‘phrase banks’ over the past term to much success! Here are the AIC ones I’ve used in my class. Great discussions had over what each phrase means and how we can use them appropriately and effectively in our writing.

Wisdom and clarity from the 100% assessment blog as ever: ‘Are you starting again with KS3 assessment?’ https://t.co/0dv3Dyo4MV

Me on Instagram when I notice someone has deleted all the pictures featuring their partner #thetraitors

After school revision ready - one quote, several avenues 👌🏻

Working on boosting parental engagement, so I’ve created interactive reports. They include videos, helpful website links, colour‑coded scores and clear guidance on where pupils need support. Parents always ask how they can help - now it’s all in one place, and pupils get it too🥰

If you’re planning lessons on ‘An Inspector Calls’, here’s a lesson on Mrs Birling you might like. It includes an explicit teaching of tier 2 vocab, MWB activity I adapted from @mrbartonmaths and Socratic debate (obvs). Comment below for a copy. 🥰 @LitdriveUK #TeamEnglish

me being happy with the stranger things finale and coming on twitter to see everyone complaining

In this scene, they're not the characters. They're the actors saying goodbye to their childhood. #StrangerThings5

For me, a crucial threshold concept for students in literature is them moving outside the text, rather than remaining inside. It is transformative. But it takes a lot of repetition, unpicking, instruction and discussion. It will be January content at https://t.co/u0EZzteR0z

A rather beautiful resource: introducing the 'golden thread' idea of tracking a theme throughout. It explores the theme of violence through the character of #Macbeth over Act 1 and Act 2. https://t.co/dkkb4Q4CpV #english #teacher

A simple slide deck with a series of quotations from the AQA Power and Conflict poems. Words are missing from each, so the idea is that students identify them and then discuss the significance of the quotations themselves https://t.co/2FTwPm2xdS 💥

I observed a lesson in a school last week where they were revising Macbeth and it reminded me of this lecture I once gave to students aiming for a grade 7-9 in English Lit @FgcsInfo on Macbeth and Kingship (Ideas ‘magpied’ from everywhere). Slides here: https://t.co/RjTrHc8ukd

🚨 UPDATED PAPER 2 BOOKLET - FOR 2026 7 papers in one booklet, with recent papers added. Q2 is updated with the new inference phrasing. Hopefully useful, PDF only: https://t.co/4d7m7htRd4 @Team_English1

A Christmas Carol Motif tracking 🙌🙌🎄❄️🔗🔗🔗👇

"How do you revise English, Miss?" 💭

An incredibly impactful resource, if you fancy some organised quotation explosions and inference loops... 💥🪄 Securing independent thinking, acting as a scaffold, promoting AO2 and strengthening interpretations. 🎯 #teamenglish #ECTenglish #gcseenglish https://t.co/P0JVVqAs4t

So I have come to realize that: a) a lot of people don't understand, "I Do, We Do, You Do" instructional model. Some people think it is a three-step process, when in reality it is a process driven by the learning stage, where the students find themselves. I have also come to

@Mathew_Lynch44 @engteacherabro2

“Nick voted Joe in celebrity traitors” #CelebrityTraitors

Starting a petition to put this on our banknotes #CelebrityTraitors