A complete overview of all new pods and assessments released from 1 September 2025
314 | 213 | 428 | 641 |
New Pods Published | Ready-Made Assessments | Check & Challenge Sets | Total Assessments |
Highlights at a Glance
This report summarises all GCSEPod content published during the 2025–26 school year (from 1 September 2025). It covers new pods across core GCSE subjects, along with Ready-Made Assessments (RMAs) and Check & Challenge sets to support classroom use and independent revision.
314 | new Pods published across English Literature, History, Religious Studies, Science and more |
641 | total assessments added — including 213 Ready-Made Assessments and 428 Check & Challenge sets |
7 | subject areas with new Pod content this year |
English Literature | is the biggest subject by pod count, with 143 new Pods covering poetry, drama and prose |
History | adds 49 new Pods on Migration, Empires and the People — a significant new topic area |
Religious Studies | sees 37 new Pods focusing on Buddhism content |
UPCOMING LAUNCH
English Language Refresh · 29 June 2026
68 brand-new pods launching on 29 June as part of the English Language content refresh. This represents a substantial update to GCSEPod’s English Language offering and is a major milestone for the team. Customer-facing communications are in preparation — please contact the Content team for further detail.
Section 1: New Pods Published
A total of 314 new pods were published during the 2025–26 school year. Each Pod is listed once below, deduplicated across exam board variants, and grouped by subject and topic.
Subject | New Pods |
English Literature | 143 |
History | 49 |
Religious Studies | 37 |
Biology | 42 |
Chemistry | 14 |
Physics | 15 |
Revision Tips | 14 |
TOTAL | 314 |
English Literature
Drama
Pod ID | Pod Title |
ENG-240-001 | Revision Refresh |
ENG-240-002 | Plot Overview |
ENG-240-003 | Key Characters |
ENG-240-004 | Talking Points - Key Analysis |
ENG-241-001 | Revision Refresh |
ENG-241-002 | Plot Overview |
ENG-241-003 | Key Characters |
ENG-241-004 | Talking Points - Key Analysis |
ENG-242-001 | Revision Refresh |
ENG-242-002 | Plot Overview |
ENG-242-003 | Key Characters |
ENG-242-004 | Talking Points - Key Analysis |
LIT-31-001 | Overview |
LIT-31-002 | Context |
LIT-31-003 | Genre and Performance |
LIT-31-004 | Setting |
Poetry
Pod ID | Pod Title |
ENG-113-002 | Remains: Subject and Themes |
ENG-113-004 | Remains: Structure and Form |
ENG-122-003 | Sonnet 29: Key Images |
Poetry (Additional Resources)
Pod ID | Pod Title |
ENG-109-002 | War Photographer: Subject and Themes |
ENG-109-003 | War Photographer: Key Images |
ENG-122-002 | Sonnet 29: Subject and Themes |
Poetry Anthology 2025
Pod ID | Pod Title | Poem |
LIT-33-001 | The Poet and Context | Drummer Hodge - Thomas Hardy |
LIT-33-002 | Imagery and Literary Techniques | Drummer Hodge - Thomas Hardy |
LIT-33-003 | Themes | Drummer Hodge - Thomas Hardy |
LIT-33-004 | Structure and Form | Drummer Hodge - Thomas Hardy |
LIT-34-001 | The Poet & Context | I Shall Return - Claude McKay |
LIT-34-003 | Themes | I Shall Return - Claude McKay |
LIT-35-001 | Poet and Context | Disabled - Wilfred Owen |
LIT-35-002 | Imagery and Literary Techniques | Disabled - Wilfred Owen |
LIT-35-003 | Themes | Disabled - Wilfred Owen |
LIT-35-004 | Structure and Form | Disabled - Wilfred Owen |
LIT-37-001 | The Poet and Context | Decomposition - Zulfikar Ghose |
LIT-37-002 | Imagery and Literary Techniques | Decomposition - Zulfikar Ghose |
LIT-37-003 | Themes | Decomposition - Zulfikar Ghose |
LIT-37-004 | Structure and Form | Decomposition - Zulfikar Ghose |
LIT-38-001 | The Poet and Context | Blackberry Picking -Seamus Heaney |
LIT-38-002 | Imagery and Literary Techniques | Blackberry Picking -Seamus Heaney |
LIT-38-003 | Themes | Blackberry Picking -Seamus Heaney |
LIT-38-004 | Structure and Form | Blackberry Picking -Seamus Heaney |
LIT-39-001 | Poet and Context | Dusting the Phone - Jackie Kay |
LIT-39-002 | Imagery and Literary Techniques | Dusting the Phone - Jackie Kay |
LIT-39-003 | Themes | Dusting the Phone - Jackie Kay |
LIT-39-004 | Structure and Form | Dusting the Phone - Jackie Kay |
LIT-40-001 | The Poet and Context | Origin Story - Eve L Ewing |
LIT-40-002 | Imagery and Literary Techniques | Origin Story - Eve L Ewing |
LIT-40-003 | Themes | Origin Story - Eve L Ewing |
LIT-40-004 | Structure and Form | Origin Story - Eve L Ewing |
LIT-41-001 | The Poet and Context | The Schoolboy - William Blake |
LIT-41-002 | Imagery and Literary Techniques | The Schoolboy - William Blake |
LIT-41-003 | Themes | The Schoolboy - William Blake |
LIT-41-004 | Structure and Form | The Schoolboy - William Blake |
LIT-42-001 | The Poet and Context | I Wandered Lonely As A Cloud - William Wordsworth |
LIT-42-002 | Imagery and Literary Techniques | I Wandered Lonely As A Cloud - William Wordsworth |
LIT-42-003 | Themes | I Wandered Lonely As A Cloud - William Wordsworth |
LIT-42-004 | Structure and Form | I Wandered Lonely As A Cloud - William Wordsworth |
Poetry: Love & Relationships
Pod ID | Pod Title |
ENG-122-001 | Sonnet 29: Context and the Poet's Intentions |
ENG-122-004 | Sonnet 29: Structure and Form |
Poetry: Power & Conflict
Pod ID | Pod Title |
ENG-109-001 | War Photographer: Context and the Poet's Intentions |
ENG-109-004 | War Photographer: Structure and Form |
ENG-113-001 | Remains: Context and the Poet's Intentions |
ENG-113-003 | Remains: Key Images |
Poetry: Worlds and Lives
Pod ID | Pod Title |
ENG-263-001 | Structure and Form |
ENG-263-002 | Literary Techniques |
ENG-263-003 | Context and Poet's Intentions |
ENG-263-004 | Key Imagery and Themes |
ENG-264-001 | Structure and Form |
ENG-264-002 | Literary Techniques |
ENG-264-003 | Context and Poet's Intentions |
ENG-264-004 | Key Imagery and Themes |
ENG-265-001 | Structure and Form |
ENG-265-002 | Literary Techniques |
ENG-265-003 | Context and Poet's Intentions |
ENG-265-004 | Key Imagery and Themes |
ENG-266-001 | Structure and Form |
ENG-266-002 | Literary Techniques |
ENG-266-003 | Context and Poet's Intentions |
ENG-266-004 | Key Imagery and Themes |
ENG-267-001 | Structure and Form |
ENG-267-002 | Literary Techniques |
ENG-267-003 | Context and Poet's Intentions |
ENG-267-004 | Key Imagery and Themes |
ENG-268-001 | Structure and Form |
ENG-268-002 | Literary Techniques |
ENG-268-003 | Context and Poet's Intentions |
ENG-268-004 | Key Imagery and Themes |
ENG-269-001 | Structure and Form |
ENG-269-002 | Literary Techniques |
ENG-269-003 | Context and Poet's Intentions |
ENG-269-004 | Key Imagery and Themes |
ENG-270-001 | Structure and Form |
ENG-270-002 | Literary Techniques |
ENG-270-003 | Context and Poet's Intentions |
ENG-270-004 | Key Imagery and Themes |
ENG-271-001 | Structure and Form |
ENG-271-002 | Literary Techniques |
ENG-271-003 | Context and Poet's Intentions |
ENG-271-004 | Key Imagery and Themes |
ENG-272-001 | Structure and Form |
ENG-272-002 | Literary Techniques |
ENG-272-003 | Context and Poet's Intentions |
ENG-272-004 | Key Imagery and Themes |
ENG-273-001 | Structure and Form |
ENG-273-002 | Literary Techniques |
ENG-273-003 | Context and Poet's Intentions |
ENG-273-004 | Key Imagery and Themes |
ENG-274-001 | Structure and Form |
ENG-274-002 | Literary Techniques |
ENG-274-003 | Context and Poet's Intentions |
ENG-274-004 | Key Imagery and Themes |
ENG-275-001 | Structure and Form |
ENG-275-002 | Literary Techniques |
ENG-275-003 | Context and Poet's Intentions |
ENG-275-004 | Key Imagery and Themes - A Wider View |
Prose
Pod ID | Pod Title |
ENG-243-001 | Revision Refresh |
ENG-243-002 | Plot Overview |
ENG-243-003 | Key Characters |
ENG-243-004 | Talking Points - Key Analysis |
Unit 1: Context and Meaning - Poetry
Pod ID | Pod Title |
ENG-233-001 | Context and the Poet's Intentions |
ENG-233-002 | Key Imagery and Themes |
ENG-233-003 | Structure and Form |
ENG-233-004 | Literary Techniques |
ENG-233-005 | Context and the Poet's Intentions |
ENG-233-006 | Key Imagery and Themes |
ENG-233-007 | Structure and Form |
ENG-233-008 | Literary Techniques |
ENG-233-009 | Context and the Poet's Intentions |
ENG-233-010 | Key Imagery and Themes |
ENG-233-011 | Structure and Form |
ENG-233-012 | Literary Techniques |
ENG-233-014 | Key Imagery and Themes |
ENG-233-017 | Context and the Poet's Intentions |
ENG-233-018 | Key Imagery and Themes |
ENG-233-019 | Structure and Form |
ENG-233-020 | Literary Techniques |
ENG-233-021 | Context and the Poet's Intentions |
ENG-233-022 | Key Imagery and Themes |
ENG-233-023 | Structure and Form |
ENG-233-024 | Literary Techniques |
ENG-233-025 | Context and the Poet's Intentions |
ENG-233-026 | Key Imagery and Themes |
ENG-233-027 | Structure and Form |
ENG-233-028 | Literary Techniques |
History
Britain: Migration, Empires and the People
Pod ID | Pod Title |
HIST-200-001 | Introduction to Migration |
HIST-200-002 | Reasons for Migration |
HIST-200-003 | Viking Conquest |
HIST-200-004 | Angevin Empire |
HIST-200-005 | Birth of English Identity |
HIST-201-001 | Anglo-Saxon and Viking England |
HIST-201-002 | England and France |
HIST-202-001 | The Normans |
HIST-202-002 | Norman Impact |
HIST-202-003 | Anglo-Saxon Resistance |
HIST-203-001 | Early Modern Migration |
HIST-203-002 | Huguenot and Palatine Migration |
HIST-203-003 | Africans in Early Modern Britain |
HIST-203-005 | Early Modern Enslavement and Empire |
HIST-204-001 | The Virginia Company and the Jamestown Colony |
HIST-204-002 | Ulster Plantations and Highland Clearances |
HIST-205-001 | Britain and the Americas, 1707-1865 |
HIST-206-001 | Introduction to Industrial Britain |
HIST-206-002 | Black Britain and the Road to Emancipation |
HIST-206-003 | Asian Arrivals |
HIST-206-004 | The British Raj |
HIST-206-005 | European Migration to Britain |
HIST-207-001 | Internal British Migration and Emigration |
HIST-207-002 | Expansion in Africa, 1800-1914 |
HIST-208-001 | Modern Britain |
HIST-208-002 | The Impact of the World Wars on Migration |
HIST-208-003 | Race Relations in Britain |
HIST-208-004 | Britain's Relationship with Europe |
HIST-208-005 | Legacy of Empire and Multicultural Britain |
Migrants in Britain, c.800–Present
Pod ID | Pod Title |
HIST-200-006 | Four Medieval Migrant Groups |
HIST-203-004 | Jewish Return to England |
HIST-203-006 | Early Modern Migrant Groups from Asia and Beyond |
HIST-203-007 | Early Modern Migrant Groups from the Netherlands |
HIST-209-001 | Britain after World War II |
HIST-209-002 | Notting Hill |
HIST-209-003 | Portobello Market |
HIST-209-004 | Influence of Caribbean Culture in Britain |
HIST-209-005 | Racism and Policing in Notting Hill |
HIST-209-006 | Claudia Jones |
HIST-209-007 | Black British Activism in Notting Hill |
HIST-209-008 | Mangrove Nine |
Migration to Britain: c.100 to c.2010
Pod ID | Pod Title |
HIST-210-001 | Ireland |
HIST-210-002 | Scotland |
HIST-210-003 | Emigration 1688-c1730 |
HIST-210-004 | The Atlantic Trade |
HIST-210-005 | The Asian Trade |
HIST-210-006 | The British Economy |
HIST-210-007 | The South Sea Bubble |
HIST-210-008 | The Impact of the Growing Empire of Britain |
Religious Studies
Buddhism: Key Beliefs
Pod ID | Pod Title |
RS-100-001 | The Dhamma |
RS-100-002 | The Three Marks of Existence |
RS-100-003 | The Human Personality in the Theravada Tradition |
RS-100-004 | The Human Personality in the Mahayana Tradition |
RS-100-005 | Human Destiny |
RS-100-006 | The Buddha's Early Life |
RS-100-007 | The Buddha's Ascetic Life and the Buddha's Enlightenment |
RS-100-008 | The Four Noble Truths: Dukkha |
RS-100-009 | The Four Noble Truths: Samudaya |
RS-100-010 | The Four Noble Truths: Nirodha |
RS-100-011 | The Four Noble Truths: Magga |
RS-100-012 | Buddhist Ethical Teachings |
Buddhism: Practices
Pod ID | Pod Title |
RS-100-013 | Buddhist Places of Worship |
RS-100-014 | The Key Features of Buddhist Places of Worship |
RS-100-015 | Puja in the Home and in the Temple |
RS-100-016 | Meditation |
RS-100-017 | Buddhist Practices in Death and Mourning |
RS-100-018 | Wesak |
RS-100-019 | Parinirvana Day |
RS-100-020 | The Nature and Purpose of Retreats |
RS-100-021 | Buddhist Ethical Teachings |
RS-100-022 | The 5 Moral Precepts |
RS-100-023 | The 6 Perfections in the Mahayanan Tradition |
Religion, Crime and Punishment
Pod ID | Pod Title |
RS-101-001 | Christian Attitudes to Good and Bad Intentions |
RS-101-002 | Christian Attitudes to Crime and Breaking the Law |
RS-101-003 | Christian Attitudes to Different Types of Crime |
RS-101-004 | Christian Attitudes to the Aims of Punishment |
RS-101-005 | Christian Attitudes to the Treatment of Criminals |
RS-101-006 | Christian Attitudes to Forgiveness |
RS-101-007 | Christian Attitudes to the Death Penalty |
RS-101-008 | Christian Responses to Ethical Arguments on the Death Penalty |
RS-101-009 | Comparing Christian and Muslim Attitudes to Corporal Punishment |
RS-101-010 | Comparing Christian and Muslim Attitudes to the Death Penalty |
RS-101-011 | Comparing Christian and Muslim Attitudes to Forgiveness |
RS-101-012 | Comparing Christian and Buddhist Attitudes to Corporal Punishment |
RS-101-013 | Comparing Christian and Buddhist Attitudes to the Death Penalty |
RS-101-014 | Comparing Christian and Buddhist Attitudes to Forgiveness |
Biology
1/Cell level systems
Pod ID | Pod Title |
BIOL-91-001 | Products of Photosynthesis |
1/Cells, Living Processes and Biodiversity
Pod ID | Pod Title |
BIOL-88-012 | Waste from Human Activities (Water Pollution) |
1/Key concepts in biology
Pod ID | Pod Title |
BIOL-85-001 | Sub-cellular Structures of Eukaryotic and Prokaryotic Cells |
BIOL-85-003 | Composition of Biological Molecules |
BIOL-90-002 | The Digestive System [Part 2] |
BIOL-92-001 | Number, Size and Scale |
BIOL-92-002 | Quantitative Units |
1/The Nature and Variety of Living Organisms
Pod ID | Pod Title |
BIOL-85-004 | Eukaryotic Organisms |
2/Cells and control
Pod ID | Pod Title |
BIOL-90-001 | Common Defects of the Eye |
2/Structures and Functions in Living Organisms
Pod ID | Pod Title |
BIOL-86-001 | ABO Blood Groups |
3/Genetics
Pod ID | Pod Title |
BIOL-86-002 | Genetic Variation |
BIOL-86-003 | Phenotypic Features |
BIOL-86-004 | DNA Structure |
BIOL-86-005 | Genetic Diagrams and Terminology |
BIOL-86-006 | Mutations |
BIOL-86-007 | Genetic Crosses |
BIOL-86-008 | Inheritance |
4/Ecology and the Environment
Pod ID | Pod Title |
BIOL-88-004 | Waste from Human Activities (Air Pollution) |
4/Natural selection and genetic modification
Pod ID | Pod Title |
BIOL-87-001 | Darwin's Theory of Evolution |
BIOL-87-002 | How Was the Theory of Evolution Developed? |
5/Health, disease and the development of medicines
Pod ID | Pod Title |
BIOL-89-001 | Communicable and Non-communicable Disease |
BIOL-89-002 | How Can Lifestyle, Genes and the Environment Affect My Health? |
BIOL-89-003 | Plant Diseases |
BIOL-89-004 | What Are the Causes of Disease? |
BIOL-89-005 | Health and the Economic Costs of Treatment |
BIOL-89-006 | Non-communicable Diseases |
BIOL-89-007 | Interactions Between Non-communicable Diseases |
6/Plant structures and their functions
Pod ID | Pod Title |
BIOL-62-014 | Products of Photosynthesis |
BIOL-91-002 | How Do Producers Get the Substances They Need? |
8/Exchange and transport in animals
Pod ID | Pod Title |
BIOL-85-002 | Factors Affecting the Rate of Diffusion |
BIOL-90-003 | Lungs and Ventilation |
9/Ecosystems and material cycles
Pod ID | Pod Title |
BIOL-88-001 | Agricultural Solutions to Meet the Demands of Human Population Growth |
BIOL-88-002 | Calculating Efficiency of Energy Transfers and Biomass |
BIOL-88-003 | Human Interactions Within the Environment |
BIOL-88-005 | Global Population Change - Food Production |
BIOL-88-006 | Global Population Change |
BIOL-88-007 | How is Biodiversity Threatened and How Can We Protect It? |
BIOL-88-008 | Increasing Yield of Crops |
BIOL-88-009 | Global Population Change - Biodiversity |
BIOL-88-010 | Human Impact on Ecosystems |
BIOL-88-011 | Pyramids of Numbers and Biomass |
Biology Practicals
Pod ID | Pod Title |
BIOL-93-001 | Investigating the Effect of Exercise on Pulse and Recovery Rate |
Chemistry
1/Key concepts in chemistry
Pod ID | Pod Title |
CHEM-63-001 | Ionic Bonding |
1/Principles of Chemistry
Pod ID | Pod Title |
CHEM-64-001 | Balanced Ionic Equations [Higher Tier] |
3/Chemical changes
Pod ID | Pod Title |
CHEM-62-001 | Electrolysis of Aqueous Solutions |
CHEM-62-002 | Oxidation Numbers, Oxidising Agents and Reducing Agents |
4/Extracting metals and equilibria
Pod ID | Pod Title |
CHEM-60-001 | Extraction of Iron |
CHEM-60-003 | How Are Metals with Different Reactivities Extracted? |
CHEM-61-003 | Position of Equilibria |
5/Separate chemistry 1
Pod ID | Pod Title |
CHEM-60-002 | Rusting Nails Experiment |
7/Rates of reaction and energy changes
Pod ID | Pod Title |
CHEM-61-001 | Rates of Reaction and Collision Theory |
CHEM-61-002 | Choosing the Reaction Conditions |
CHEM-61-004 | How to Calculate Surface Area to Volume Ratios |
9/Separate chemistry 2
Pod ID | Pod Title |
CHEM-64-002 | Flame Testing and Flame Photometry |
Chemistry
Pod ID | Pod Title |
CHEM-65-001 | Hazards and Risks |
Formulae, equations and hazards
Pod ID | Pod Title |
CHEM-65-001 | Hazards and Risks |
Physics
10/Electricity and circuits
Pod ID | Pod Title |
PHYS-38-001 | Electromotive Force and Potential Difference |
12/Magnetism and the motor effect
Pod ID | Pod Title |
PHYS-38-002 | Magnetism and the Motor Effect |
14/Particle model
Pod ID | Pod Title |
PHYS-35-007 | Pressure and Volume Changes |
15/Forces and matter
Pod ID | Pod Title |
PHYS-35-001 | Density and Pressure |
PHYS-35-002 | Pressure |
PHYS-35-003 | Pressure in Solids - Surfaces |
PHYS-35-004 | Pressure in Solids - Effect of Surface Area |
PHYS-35-005 | Pressure in Fluids |
PHYS-35-006 | Upthrust and Buoyancy |
4.2/Electricity
Pod ID | Pod Title |
PHYS-63-002 | Live Wires and Earth Wires |
PHYS-64-001 | Power Transfer |
PHYS-65-001 | Electric Fields |
5/Light and the electromagnetic spectrum
Pod ID | Pod Title |
PHYS-37-001 | Black Body Radiation |
7/Astronomy
Pod ID | Pod Title |
PHYS-39-001 | The Planets of the Solar System |
9/Forces and their effects
Pod ID | Pod Title |
PHYS-36-001 | Action of Forces |
Revision Tips
Revision Support
Pod ID | Pod Title |
REVTIPS-001 | Maths - Revisions Tips |
REVTIPS-002 | English - Revision Tips |
REVTIPS-003 | Science - Revision Tips |
REVTIPS-004 | History - Revision Tips |
REVTIPS-005 | Geography - Revision Tips |
REVTIPS-006 | Computer Science - Revision Tips |
REVTIPS-007 | Business - Revision Tips |
REVTIPS-008 | The Grounding Technique - Wellbeing |
REVTIPS-009 | The Pomodoro Technique - Revision Tips |
REVTIPS-010 | How to Prep for GCSE History Exams |
REVTIPS-011 | Tips to Get 6+ on Your Maths Exams |
REVTIPS-012 | Tips to Get 7+ on Your Maths Exams |
REVTIPS-013 | Tips for the Maths Foundation Paper |
REVTIPS-014 | 10 Tips to Master the English Language Exam |
Section 2: Assessments Published
A total of 641 assessments were published during the 2025–26 school year: 213 Ready-Made Assessments (RMAs) and 428 Check & Challenge sets. Both are broken down by subject below.
Subject | RMAs | Check & Challenge | Total |
Biology | 43 | 60 | 103 |
Chemistry | 22 | 20 | 42 |
Computer Science | 28 | 53 | 81 |
English Language | 1 | 65 | 66 |
English Literature | 35 | 90 | 125 |
History | 24 | 86 | 110 |
Physics | 20 | 18 | 38 |
Religious Studies | 9 | 36 | 45 |
Sociology | 31 | — | 31 |
TOTAL | 213 | 428 | 641 |
2a Ready-Made Assessments (RMAs)
RMAs are pre-built assessment sets that teachers can assign directly to students. Listed below by subject.
Biology (43)
Assessment Title |
Assignment: Blood Groups and Disease [GCSE Science Refresh] |
Assignment: Cell Structure and Biological Molecules [GCSE Science Refresh] |
Assignment: Cell Transport and Scale [GCSE Science Refresh] |
Assignment: DNA, Genes and Inheritance [GCSE Science Refresh] |
Assignment: Disease and Health [GCSE Science Refresh] |
Assignment: Ecosystems and Energy Transfer [GCSE Science Refresh] |
Assignment: Evolution and Natural Selection [GCSE Science Refresh] |
Assignment: Human Body Systems - Digestion and Vision [GCSE Science Refresh] |
Assignment: Human Impact on Ecosystems [GCSE Science Refresh] |
Assignment: Photosynthesis and Plant Nutrition [GCSE Science Refresh] |
Assignment: Plant Diseases and Health [GCSE Science Refresh] |
Assignment: Population Change and Biodiversity [GCSE Science Refresh] |
Assignment: Population, Food Production, and Agriculture [GCSE Science Refresh] |
Assignment: Respiration and Exercise [GCSE Science Refresh] |
Assignment: Variation, Mutations and Phenotypes [GCSE Science Refresh] |
Assignment: Water Pollution and Biodiversity [GCSE Science Refresh] |
Biodiversity, Ecological Structures and Water Pollution |
Biodiversity, Ecological Structures and Water Pollution - Stretch |
Blood Groups, Variation, Phenotype and DNA |
Blood Groups, Variation, Phenotype and DNA - Stretch |
Cell Biology: Structures, Diffusion and Molecules |
Cell Biology: Structures, Diffusion and Molecules - Stretch |
Cell Differentiation |
Communicable Disease, Its Causes and Lifestyle Factors |
Communicable Disease, Its Causes and Lifestyle Factors - Stretch |
Darwin's Theory and the Development of Evolutionary Science |
Darwin's Theory and the Development of Evolutionary Science-- Stretch |
Food Production, Energy Efficiency and Agricultural Solutions |
Food Production, Energy Efficiency and Agricultural Solutions - Stretch |
Genetic Diagrams, Mutations, Crosses and Inheritance |
Genetic Diagrams, Mutations, Crosses and Inheritance - Stretch |
Health Economics and Non-communicable Diseases |
Health Economics and Non-communicable Diseases - Stretch |
Human Impact, Pollution and Population Change |
Human Impact, Pollution and Population Change - Stretch |
Investigating Exercise and Heart Rate |
Investigating Exercise and Heart Rate - Stretch |
Number, Scale and Units |
Number, Scale and Units - Stretch |
Products and Processes of Photosynthesis |
Products and Processes of Photosynthesis - Stretch |
Vision, Digestion and Ventilation |
Vision, Digestion and Ventilation - Stretch |
Chemistry (22)
Assessment Title |
Assignment: Chemical Analysis and Safety [GCSE Science Refresh] |
Assignment: Chemical Equilibrium [GCSE Science Refresh] |
Assignment: Electrolysis and Redox [GCSE Science Refresh] |
Assignment: Extraction and Reactivity of Metals [GCSE Science Refresh] |
Assignment: Ionic Bonding and Equations [GCSE Science Refresh] |
Assignment: Rates of Reaction [GCSE Science Refresh] |
Electrolysis and Redox Reactions |
Electrolysis and Redox Reactions - Stretch |
Equilibria and Surface Area Calculations |
Equilibria and Surface Area Calculations - Stretch |
Hazards, Risks and Safety |
Hazards, Risks and Safety - Stretch |
Ionic Bonding |
Ionic Bonding - Stretch |
Ionic Equations and Flame Tests |
Ionic Equations and Flame Tests - Stretch |
Iron Extraction and Rusting |
Iron Extraction and Rusting - Stretch |
Metal Reactivity and Extraction Methods |
Metal Reactivity and Extraction Methods - Stretch |
Rates of Reaction and Collision Theory |
Rates of Reaction and Collision Theory - Stretch |
Computer Science (28)
Assessment Title |
Algorithms - Stretch [WJEC 2025] |
Algorithms [WJEC 2025] |
Automated Systems - Stretch [WJEC 2025] |
Automated Systems [WJEC 2025] |
Components: Design and Manufacture - Stretch [WJEC 2025] |
Components: Design and Manufacture [WJEC 2025] |
Components: History and Technology - Stretch [WJEC 2025] |
Components: History and Technology [WJEC 2025] |
Cybersecurity and Personal Privacy - Stretch [WJEC 2025] |
Cybersecurity and Personal Privacy [WJEC 2025] |
Data, File Structures and Storage - Stretch [WJEC 2025] |
Data, File Structures and Storage [WJEC 2025] |
Operating Systems - Stretch [WJEC 2025] |
Operating Systems [WJEC 2025] |
Program Construction - Stretch [WJEC 2025] |
Program Construction [WJEC 2025] |
Program Construction: Code Optimisation -Stretch [WJEC 2025] |
Program Construction: Code Optimisation [WJEC 2025] |
Systems Development Lifecycle (SDLC) Process [WJEC 2025] |
Systems Development Lifecycle (SDLC): Models [WJEC 2025] |
Systems Development Lifecycle (SDLC): Project Considerations [WJEC 2025] |
Systems Development Lifecycle (SDLC): Scoping and Analysis [WJEC 2025] |
Systems Development Lifecycle (SDLC): Software Development [WJEC 2025] |
Systems Development Lifecycle: Models - Stretch [WJEC 2025] |
Systems Development Lifecycle: Process - Stretch [WJEC 2025] |
Systems Development Lifecycle: Project Considerations - Stretch [WJEC 2025] |
Systems Development Lifecycle: Scoping and Analysis - Stretch [WJEC 2025] |
Systems Development Lifecycle: Software Development - Stretch [WJEC 2025] |
English Language (1)
Assessment Title |
My Name Is Leon - Kit de Waal (WJEC) |
English Literature (35)
Assessment Title |
A Century Later by Imtiaz Dharker (Stretch) (AQA) |
A Portable Paradise by Roger Robinson (Stretch) |
A Taste of Honey - Shelagh Delaney [AQA] |
A Taste of Honey - Shelagh Delaney [Cambridge IGCSE] |
Assignment: Blackberry Picking by Seamus Heaney [Eduqas 2025] |
Assignment: Catrin by Gillian Clarke [Eduqas Poetry] |
Assignment: Cousin Kate by Christina Rossetti [Eduqas 2025] |
Assignment: Decomposition by Zulfikar Ghose [Eduqas 2025] |
Assignment: Disabled by Wilfred Owen [Eduqas 2025] |
Assignment: Drummer Hodge by Thomas Hardy [Eduqas 2025] |
Assignment: Dusting the Phone by Jackie Kay [Eduqas 2025] |
Assignment: I Shall Return by Claude McKay [Eduqas 2025] |
Assignment: I Wandered Lonely as a Cloud by William Wordsworth [Eduqas 2025] |
Assignment: Origin Story by Eve L Ewing [Eduqas 2025] |
Assignment: The Schoolboy by William Blake [Eduqas 2025] |
England in 1819 by Percy Bysshe Shelley |
England in 1819 by Percy Bysshe Shelley (Stretch) |
Homing by Liz Berry (Stretch) |
In a London Drawingroom by George Eliot |
In a London Drawingroom by George Eliot (Stretch) |
Like an Heiress by Grace Nichols (Stretch) AQA |
Lines Written in Early Spring by William Wordsworth |
Lines Written in Early Spring by William Wordsworth (Stretch) |
My Name Is Leon - Kit de Waal [AQA] |
Name Journeys by Raman Mundair |
Name Journeys by Raman Mundair (Stretch) |
On an Afternoon Train from Purley to Victoria, 1955 by James Berry |
On an Afternoon Train from Purley to Victoria, 1955 by James Berry (Stretch) |
Princess & The Hustler - Chinonyerem Odimba (CIE) |
Princess & The Hustler - Chinonyerem Odimba [AQA] |
Shall earth no more inspire thee by Emily Brontë |
Shall earth no more inspire thee by Emily Brontë (Stretch) |
The Jewellery Maker by Louise Adjoa Parker (Stretch) |
Thirteen by Caleb Femi (Stretch) |
pot by Shamshad Khan (Stretch) |
History (24)
Assessment Title |
Anglo-Saxons, Vikings and Normans | Stretch |
Britain in the 20th Century [AQA] |
Conquered and Conquerors: A Norman Kingdom and 'Angevin' Empire [AQA] |
Conquered and Conquerors: Medieval Migration [AQA] |
Conquered and Conquerors: Vikings and Anglo-Saxons, 790-1066 [AQA] |
Depth Study: Notting Hill [Edexcel] |
Depth Study: Notting Hill | Stretch |
Depth Study: The Impact of the British Empire | Stretch |
Depth Study: The impact of the British Empire [OCR] |
Early Modern Migration to Britain c.1500-c.1730 [OCR] |
Early Modern Migration, Emigration and Expansion | Stretch |
Expansion and Empire [AQA] |
Industrial Britain: Migration and Empire | Stretch |
Looking West [AQA] |
Looking West: Migrants to and from Britain [AQA] |
Medieval Migration c.1000-1500 [OCR] |
Medieval Migration: An Overview | Stretch |
Migration and Empire in Industrial Britain c.1730-1900 [OCR] |
Modern Britain: Migration in the 20th Century | Stretch |
Twentieth and Early Twenty-first Century Immigration 1900-c2010 [OCR] |
c1500–c1700: Migration in Early Modern England [Edexcel] |
c1700–c1900: Migration in Eighteenth- and Nineteenth-century Britain [Edexcel] |
c1900–present: Migration in Modern Britain [Edexcel] |
c800–c1500: Migration in Medieval England [Edexcel] |
Physics (20)
Assessment Title |
Action of Forces |
Action of Forces - Stretch |
Assignment: Electricity and Magnetism [GCSE Science Refresh] |
Assignment: Energy Transfer and Radiation [GCSE Science Refresh] |
Assignment: Forces and Buoyancy [GCSE Science Refresh] |
Assignment: Pressure in Fluids and Gases [GCSE Science Refresh] |
Assignment: Pressure in Solids and Density [GCSE Science Refresh] |
Assignment: Space Physics [GCSE Science Refresh] |
Black Body Radiation |
Black Body Radiation - Stretch |
Density, Pressure and Solid Surfaces |
Density, Pressure and Solid Surfaces - Stretch |
EMF, Potential Difference and the Motor Effect |
EMF, Potential Difference and the Motor Effect - Stretch |
Surface Area Effects and Pressure in Fluids |
Surface Area Effects and Pressure in Fluids - Stretch |
The Solar System |
The Solar System - Stretch |
Upthrust, Buoyancy and Volume Changes |
Upthrust, Buoyancy and Volume Changes - Stretch |
Religious Studies (9)
Assessment Title |
Buddhist Beliefs - The Dhamma (All minus WJEC) |
Buddhist Beliefs - The Dhamma (WJEC only) |
Buddhist Ethical Teachings (All inc. WJEC) |
Buddhist Practices - Buddhist Ethics (All min. WJEC) |
Buddhist Practices - Buddhist Ethics (WJEC Only) |
Buddhist Practices - Festivals (All inc. WJEC) |
Buddhist Practices - Worship (All min. WJEC) |
Buddhist Practices - Worship (WJEC Only) |
The Buddha and the Four Noble Truths (All inc. WJEC) |
Sociology (31)
Assessment Title |
Bias and Distortion in the Media |
Choice and Competition |
Crime Vs Deviance |
Debates On Crime |
Diversity and Cultural Variation |
Education and Employment |
Ethics |
Explanations and Patterns of Crime |
Forms of Media |
Forms of Stratification |
Gender, Inequality and Patriarchy |
How Well Do Different Groups Achieve? |
Influence of Media Representations on the Audience |
Inside School |
Interpreting Data |
Life Chances |
Media Representations |
Norms, Values and Roles |
Perspectives of Media |
Poverty |
Primary and Secondary Data |
Quantity and Quality |
Social Control |
Sociological Explanations |
Structural and Non-Structural Explanations |
Subculture |
The Formation And Existence Of Sub-Cultures |
The Nature vs Nurture Debate |
Types of School |
Wealth, Income and Class |
What Defines a Method? |
2b Check & Challenge Sets
Check & Challenge sets combine retrieval practice with stretch questions. Listed below by subject.
Biology (60)
Assessment Title |
Agricultural Solutions and Increasing Crop Yield - Higher Tier [GCSE Science Refresh] |
Agricultural Solutions and Increasing Crop Yield [GCSE Science Refresh'] |
Biodiversity: Threats and Conservation - Higher Tier [GCSE Science Refresh] |
Biodiversity: Threats and Conservation [GCSE Science Refresh] |
Biological Molecules and Digestion - Higher Tier [GCSE Science Refresh] |
Blood Groups and Disease [GCSE Science Refresh] |
Blood Groups and Phenotypic Features - Higher Tier [GCSE Science Refresh] |
Blood Groups and Phenotypic Features [GCSE Science Refresh] |
Breathing and Exercise - Higher Tier [GCSE Science Refresh] |
Breathing and Exercise [GCSE Science Refresh] |
Causes and Types of Disease - Higher Tier [GCSE Science Refresh] |
Causes and Types of Disease [GCSE Science Refresh] |
Cell Structure and Biological Molecules [GCSE Science Refresh] |
Cell Structure and Organisation - Higher Tier [GCSE Science Refresh] |
Cell Structure and Organisation [GCSE Science Refresh] |
Cell Transport and Scale [GCSE Science Refresh] |
Common Defects of the Eye - Higher Tier [GCSE Science Refresh] |
Common Defects of the Eye [GCSE Science Refresh] |
Composition of Biological Molecules, The Digestive System [GCSE Science Refresh] |
DNA and Genetic Variation - Higher Tier [GCSE Science Refresh] |
DNA and Genetic Variation [GCSE Science Refresh] |
DNA, Genes and Inheritance [GCSE Science Refresh] |
Disease and Health [GCSE Science Refresh] |
Ecosystems and Energy Transfer [GCSE Science Refresh] |
Energy Transfers and Biomass Pyramids - Higher Tier [GCSE Science Refresh] |
Energy Transfers and Biomass Pyramids [GCSE Science Refresh] |
Evolution and Natural Selection [GCSE Science Refresh] |
Factors Affecting the Rate of Diffusion - Higher Tier [GCSE Science Refresh] |
Factors Affecting the Rate of Diffusion [GCSE Science Refresh] |
Genetic Crosses and Inheritance - Higher Tier [GCSE Science Refresh] |
Genetic Crosses and Inheritance [GCSE Science Refresh] |
Global Population Change and Food Production - Higher Tier [GCSE Science Refresh] |
Global Population Change and Food Production [GCSE Science Refresh] |
Human Body Systems - Digestion and Vision [GCSE Science Refresh] |
Human Impact on Ecosystems [GCSE Science Refresh] |
Human Impact on the Environment - Higher Tier [GCSE Science Refresh] |
Human Impact on the Environment [GCSE Science Refresh] |
Lifestyle, Health and the Cost of Treatment - Higher Tier [GCSE Science Refresh] |
Lifestyle, Health and the Cost of Treatment [GCSE Science Refresh] |
Mutations and Genetic Terminology - Higher Tier [GCSE Science Refresh] |
Mutations and Genetic Terminology [GCSE Science Refresh] |
Non-communicable Diseases - Higher Tier [GCSE Science Refresh] |
Non-communicable Diseases [GCSE Science Refresh] |
Photosynthesis and Plant Nutrition [GCSE Science Refresh] |
Photosynthesis and Producers - Higher Tier [GCSE Science Refresh] |
Photosynthesis and Producers [GCSE Science Refresh] |
Plant Diseases - Higher Tier [GCSE Science Refresh] |
Plant Diseases [GCSE Science Refresh] |
Plant Diseases and Health [GCSE Science Refresh] |
Population Change and Biodiversity [GCSE Science Refresh] |
Population, Food Production, and Agriculture [GCSE Science Refresh] |
Respiration and Exercise [GCSE Science Refresh] |
Size, Scale and Quantitative Units - Higher Tier [GCSE Science Refresh] |
Size, Scale and Quantitative Units [GCSE Science Refresh] |
The Theory of Evolution - Higher Tier [GCSE Science Refresh] |
The Theory of Evolution [GCSE Science Refresh] |
Variation, Mutations and Phenotypes [GCSE Science Refresh] |
Waste and Pollution - Higher Tier [GCSE Science Refresh] |
Waste and Pollution [GCSE Science Refresh] |
Water Pollution and Biodiversity [GCSE Science Refresh] |
Chemistry (20)
Assessment Title |
Chemical Analysis and Safety [GCSE Science Refresh] |
Chemical Equilibrium [GCSE Science Refresh] |
Electrolysis and Redox [GCSE Science Refresh] |
Extraction and Reactivity of Metals [GCSE Science Refresh] |
Flame Testing and Flame Photometry - Higher Tier [GCSE Science Refresh] |
Flame Testing and Flame Photometry [GCSE Science Refresh] |
Ionic Bonding and Electrolysis - Higher Tier [GCSE Science Refresh] |
Ionic Bonding and Electrolysis [GCSE Science Refresh] |
Ionic Bonding and Equations [GCSE Science Refresh] |
Ionic Equations and Redox Reactions - Higher Tier [GCSE Science Refresh] |
Ionic Equations and Redox Reactions [GCSE Science Refresh] |
Metal Extraction and Reactivity - Higher Tier [GCSE Science Refresh] |
Metal Extraction and Reactivity [GCSE Science Refresh] |
Rates of Reaction [GCSE Science Refresh] |
Rates of Reaction and Surface Area - Higher Tier [GCSE Science Refresh] |
Rates of Reaction and Surface Area [GCSE Science Refresh] |
Reaction Conditions and Equilibria - Higher Tier [GCSE Science Refresh] |
Reaction Conditions and Equilibria [GCSE Science Refresh] |
Rusting and Hazard Assessment - Higher Tier [GCSE Science Refresh] |
Rusting and Hazard Assessment [GCSE Science Refresh] |
Computer Science (52)
Assessment Title |
Algorithms: Part 1 - Stretch [WJEC 2025] |
Algorithms: Part 1 [WJEC 2025] |
Algorithms: Part 2 - Stretch [WJEC 2025] |
Algorithms: Part 2 [WJEC 2025] |
Algorithms: Part 3 - Stretch [WJEC 2025] |
Algorithms: Part 3 [WJEC 2025] |
Automated Systems: Part 1 - Stretch [WJEC 2025] |
Automated Systems: Part 2 - Stretch [WJEC 2025] |
Components: Part 1 - Stretch [WJEC 2025] |
Components: Part 1 [WJEC 2025] |
Components: Part 2 - Stretch [WJEC 2025] |
Components: Part 2 [WJEC 2025] |
Components: Part 3 - Stretch [WJEC 2025] |
Components: Part 3 [WJEC 2025] |
Cybersecurity and Personal Privacy: Part 1 [WJEC 2025] |
Cybersecurity and Personal Privacy: Part 2 - Stretch [WJEC 2025] |
Cybersecurity and Personal Privacy: Part 2 [WJEC 2025] |
Data Structures, Storage and Operating Systems: Part 1 - Stretch [WJEC 2025] |
Data Structures, Storage and Operating Systems: Part 1 [WJEC 2025] |
Data Structures, Storage and Operating Systems: Part 2 - Stretch [WJEC 2025] |
Data Structures, Storage and Operating Systems: Part 2 [WJEC 2025] |
Data Structures, Storage and Operating Systems: Part 3 - Stretch [WJEC 2025] |
Data Structures, Storage and Operating Systems: Part 3 [WJEC 2025] |
Program Construction: Part 1 - Stretch [WJEC 2025] |
Program Construction: Part 1 [WJEC 2025] |
Program Construction: Part 2 - Stretch [WJEC 2025] |
Program Construction: Part 2 [WJEC 2025] |
Program Construction: Part 3 - Stretch [WJEC 2025] |
Program Construction: Part 3 [WJEC 2025] |
SDLC - Deployment and Software Development (Early Stages): Part 1 - Stretch [WJEC 2025] |
SDLC - Deployment and Software Development (Early Stages): Part 2 - Stretch [WJEC 2025] |
SDLC - Deployment and Software Development (Early Stages): Part 3 - Stretch [WJEC 2025] |
SDLC - Deployment and Software Development (Later Stages): Part 1 - Stretch [WJEC 2025] |
SDLC - Deployment and Software Development (Later Stages): Part 1 [WJEC 2025] |
SDLC - Deployment and Software Development (Later Stages): Part 2 - Stretch [WJEC 2025] |
SDLC - Deployment and Software Development (Later Stages): Part 2 [WJEC 2025] |
SDLC - Deployment and Software Development (Later Stages): Part 3 - Stretch [WJEC 2025] |
SDLC - Deployment and Software Development (Later Stages): Part 3 [WJEC 2025] |
SDLC - Deployment and Software Development: Part 1 [WJEC 2025] |
SDLC - Deployment and Software Development: Part 2 [WJEC 2025] |
SDLC - Deployment and Software Development: Part 3 [WJEC 2025] |
SDLC - Overview and Models: Part 1 - Stretch [WJEC 2025] |
SDLC - Overview and Models: Part 2 - Stretch [WJEC 2025] |
SDLC - Overview and Models: Part 3 - Stretch [WJEC 2025] |
SDLC Overview and Models: Part 1 [WJEC 2025] |
SDLC Overview and Models: Part 2 [WJEC 2025] |
SDLC Overview and Models: Part 3 [WJEC 2025] |
The SDLC Stages: Part 1 - Stretch [WJEC 2025] |
The SDLC Stages: Part 1 {WJEC 2025] |
The SDLC Stages: Part 2 - Stretch [WJEC 2025] |
The SDLC Stages: Part 2 [WJEC 2025] |
The SDLC Stages: Part 3 - Stretch [WJEC 2025] |
English Language (65)
Assessment Title |
A Century Later [Imtiaz Dharker]: Imagery and Literary Techniques |
A Century Later [Imtiaz Dharker]: Poet and Context |
A Century Later [Imtiaz Dharker]: Themes, Structure and Form |
Animal Farm - Motivations in the Text |
Animal Farm - The Author's Motivations |
Ark [Simon Armitage]: Imagery and Literary Techniques |
Ark [Simon Armitage]: Poet and Context |
Ark [Simon Armitage]: Themes, Structure and Form |
Character Development |
Coming Home [Owen Sheers]: Imagery and Literary Techniques |
Coming Home [Owen Sheers]: Poet and Context |
Coming Home [Owen Sheers]: Themes, Structure and Form |
Common Grammar and Punctuation Errors |
Context, Imagery and Themes - A Century Later (Stretch) [WJEC] |
Context, Imagery and Themes - Like an Heiress (Stretch) WJEC |
Context, Imagery and Themes - Like an Heiress (WJEC) |
Critical Evaluation |
Decoding Exam Questions |
Descriptive Fiction |
Dramatic Writing |
Essay Structure Essentials |
Examiner Focus: AO2 Word Effect | Extended Practice: Set 2 |
Examiner Focus: AO2 Word Effect | Extended Practice: Set 3 |
Examiner Focus: AO2 Word Effect | Extended Practice: Set 4 |
Examiner Focus: AO2 Word Effect | Extended Practice: Set 5 |
Examiner Insight: AO2 Word Effect | Extended Practice: Set 1 |
I Come From [Dean Atta]: Imagery and Literary Techniques |
I Come From [Dean Atta]: Poet and Context |
I Come From [Dean Atta]: Themes, Structure and Form |
Miz Rosa Rides A Bus [Angela Jackson]: Imagery and Literary Techniques |
Miz Rosa Rides A Bus [Angela Jackson]: Poet and Context |
Miz Rosa Rides A Bus [Angela Jackson]: Themes, Structure and Form |
Modern Love [Douglas Dunn]: Imagery and Literary Techniques |
Modern Love [Douglas Dunn]: Poet and Context |
Modern Love [Douglas Dunn]: Themes, Structure and Form |
My Name Is Leon - The Author's Motivations |
My name Is Leon - Motivations in the Text |
Pigeon English - Motivations in the Text |
Pigeon English - The Author's Motivations |
Planning Your NEA |
Presentation: Adapting Vocabulary |
Presentation: Advanced Sentence Structures |
Presentation: Basic Sentence Structures |
Presentation: Register |
Presentation: Techniques to Engage |
Presentation: Using Sources |
Punctuation for Impact |
Research Skills |
Revision Strategies |
Sentence Structures |
Story Structure |
Structure, Form and Techniques - A Century Later (Stretch) [WJEC] |
Structure, Form and Techniques - Like an Heiress (Stretch) WJEC |
The End and the Beginning [Wislawa Szymborska]: Imagery and Literary Techniques |
The End and the Beginning [Wislawa Szymborska]: Poet and Context |
The End and the Beginning [Wislawa Szymborska]: Themes, Structure and Formeginning [Wislawa Szymborska]: Themes, Structure and Form |
Time Management in Exams |
To Advise |
To Describe |
To Inform/Explain |
To Persuade/Argue |
To Recount/Reflect |
To Review/Critique |
Understanding Word Class |
Using Quotations |
English Literature (90)
Assessment Title |
Blackberry Picking [Seamus Heaney]: Imagery and Literary Techniques |
Blackberry Picking [Seamus Heaney]: Poet and Context |
Blackberry Picking [Seamus Heaney]: Themes, Structure and Form |
Context, Imagery and Themes - A Century Later |
Context, Imagery and Themes - A Century Later (Stretch) |
Context, Imagery and Themes - Like an Heiress |
Context, Intentions, Imagery & Themes - A Portable Paradise |
Context, Intentions, Imagery & Themes - A Portable Paradise (Stretch) |
Context, Intentions, Imagery & Themes - England in 1819 by Percy Bysshe Shelley |
Context, Intentions, Imagery & Themes - Homing |
Context, Intentions, Imagery & Themes - Homing (Stretch) |
Context, Intentions, Imagery & Themes - In a London Drawingroom by George Eliot |
Context, Intentions, Imagery & Themes - Lines Written in Early Spring by William Wordsworth |
Context, Intentions, Imagery & Themes - Name Journeys |
Context, Intentions, Imagery & Themes - Name Journeys (Stretch) |
Context, Intentions, Imagery & Themes - On an Afternoon Train from Purley to Victoria, 1955 (Stretch) |
Context, Intentions, Imagery & Themes - On an Afternoon Train from Purley to Victoria, 1955 by James Berry |
Context, Intentions, Imagery & Themes - Shall earth no more inspire thee |
Context, Intentions, Imagery & Themes - Shall earth no more inspire thee (Stretch) |
Context, Intentions, Imagery & Themes - The Jewellery Maker |
Context, Intentions, Imagery & Themes - The Jewellery Maker (Stretch) |
Context, Intentions, Imagery & Themes - Thirteen |
Context, Intentions, Imagery & Themes - With Birds You're Never Lonely |
Context, Intentions, Imagery & Themes - With Birds You're Never Lonely (Stretch) |
Context, Intentions, Imagery & Themes - pot |
Context, Intentions, Imagery & Themes - pot (Stretch) |
Decomposition [Zulfikar Ghose]: Imagery and Literary Techniques |
Decomposition [Zulfikar Ghose]: Poet and Context |
Decomposition [Zulfikar Ghose]: Themes, Structure and Form |
Disabled [Wilfred Owen]: Imagery and Literary Techniques |
Disabled [Wilfred Owen]: Poet and Context |
Disabled [Wilfred Owen]: Themes, Structure and Form |
Drummer Hodge [Thomas Hardy]: Imagery and Literary Techniques |
Drummer Hodge [Thomas Hardy]: Poet and Context |
Drummer Hodge [Thomas Hardy]: Themes, Structure and Form |
Dusting the Phone [Jackie Kay]: Imagery and Literary Techniques |
Dusting the Phone [Jackie Kay]: Poet and Context |
Dusting the Phone [Jackie Kay]: Themes, Structure and Form |
I Wandered Lonely as a Cloud [William Wordsworth]: Imagery and Literary Techniques |
I Wandered Lonely as a Cloud [William Wordsworth]: Poet and Context |
I Wandered Lonely as a Cloud [William Wordsworth]: Themes, Structure and Form |
Key Analysis - A Taste of Honey |
Key Analysis - Leave Taking |
Key Analysis - My Name is Leon |
Key Analysis - Princess and The Hustler |
Key Characters - A Taste of Honey by Shelagh Delaney |
Key Characters - Leave Taking |
Key Characters - My Name is Leon |
Key Characters - Princess and The Hustler |
Origin Story [Eve L Ewing]: Imagery and Literary Techniques |
Origin Story [Eve L Ewing]: Poet and Context |
Origin Story [Eve L Ewing]: Themes, Structure and Form |
Plot Overview - A Taste of Honey by Shelagh Delaney |
Plot Overview - Leave Taking |
Plot Overview - My Name is Leon |
Plot Overview - Princess and The Hustler |
Revision Refresh - A Taste of Honey |
Revision Refresh - Leave Taking |
Revision Refresh - My Name is Leon |
Revision Refresh - Princess and The Hustler |
Sonnet 29 by Elizabeth Browning: Context and Poet's Intentions |
Sonnet 29 by Elizabeth Browning: Structure and Form |
Sonnet 29 by Elizabeth Browning: Subject and Themes |
Structure, Form & Literary Techniques - A Portable Paradise |
Structure, Form & Literary Techniques - England in 1819 by Percy Bysshe Shelley |
Structure, Form & Literary Techniques - Homing |
Structure, Form & Literary Techniques - In a London Drawingroom (Stretch) |
Structure, Form & Literary Techniques - In a London Drawingroom by George Eliot |
Structure, Form & Literary Techniques - Lines Written in Early Spring by William Wordsworth |
Structure, Form & Literary Techniques - Name Journeys |
Structure, Form & Literary Techniques - On an Afternoon Train from Purley to Victoria, 1955 by James Berry |
Structure, Form & Literary Techniques - Shall earth no more inspire thee by Emily Brontë |
Structure, Form & Literary Techniques - The Jewellery Maker |
Structure, Form & Literary Techniques - Thirteen |
Structure, Form & Literary Techniques - With Birds You're Never Lonely |
Structure, Form & Literary Techniques - pot |
Structure, Form & Techniques - A Portable Paradise (Stretch) |
Structure, Form & Techniques - Homing (Stretch) |
Structure, Form & Techniques - Name Journeys (Stretch) |
Structure, Form & Techniques - The Jewellery Maker (Stretch) |
Structure, Form & Techniques - Thirteen (Stretch) |
Structure, Form & Techniques - With Birds You're Never Lonely (Stretch) |
Structure, Form & Techniques - pot (Stretch) |
Structure, Form and Techniques - A Century Later |
Structure, Form and Techniques - A Century Later (Stretch) |
Structure, Form and Techniques - Like an Heiress |
Structure, Form and Techniques - Like an Heiress (Stretch) AQA |
The Schoolboy [William Blake]: Imagery and Literary Techniques |
The Schoolboy [William Blake]: Poet and Context |
The Schoolboy [William Blake]: Themes, Structure and Form |
History (86)
Assessment Title |
Africans in Early Modern Britain |
Angevin Empire |
Anglo-Saxon Resistance |
Anglo-Saxon and Viking England |
Anglo-Saxon and Viking England - Stretch |
Asian Arrivals |
Asian Trade, the British Economy and the Impact of Empire - Stretch |
Birth of English Identity |
Black Britain and Asian Arrivals - Stretch |
Black Britain and the Road to Emancipation |
Black British Activism in Notting Hill |
Britain after World War II |
Britain and the Americas - Stretch |
Britain and the Americas, 1707-1865 |
Britain's Relationship with Europe |
British Empire 1688-1730 - Economy, South Sea Bubble and Impact on Britain |
British Empire 1688-1730 - Emigration, Atlantic and Asian Trade |
British Empire 1688-1730 - Ireland, Scotland and the Act of Union |
Claudia Jones |
Claudia Jones, British Black Panthers and the Mangrove Nine |
Colonial Settlement and Internal Displacement - Stretch |
Conquered and Conquerors - Early Period |
Conquered and Conquerors - Norman Conquest |
Early Modern England - African and Asian Migration |
Early Modern England - European and Global Migration |
Early Modern England - Protestant and Religious Migration |
Early Modern Enslavement and Empire |
Early Modern Migrant Groups from Asia and Beyond |
Early Modern Migrant Groups from the Netherlands |
Early Modern Migration - Stretch |
Early Modern Migration to Britain c.1500-c.1730 |
Emigration 1688-c1730 |
England and France |
England and the Age of Discovery |
English Identity and Medieval Migrant Groups - Stretch |
European Migration to Britain |
Expansion in Africa, 1800-1914 |
Four Medieval Migrant Groups |
Huguenot and Palatine Migration |
Industrial Britain - Empire and European Migration |
Industrial Britain - Expansion and Empire |
Industrial Britain - Migration and Communities |
Influence of Caribbean Culture in Britain |
Internal British Migration and Emigration |
Internal Migration, Emigration and Expansion in Africa - Stretch |
Introduction to Industrial Britain |
Introduction to Migration |
Introduction to Migration - Stretch |
Ireland |
Ireland, Scotland, Emigration and the Atlantic Trade - Stretch |
Jewish Return to England |
Jewish Return, Enslavement and Early Modern Migrant Groups - Stretch |
Legacy of Empire and Multicultural Britain |
Mangrove Nine |
Medieval England - Identity and Empire |
Medieval England - Viking Period |
Modern Britain |
Modern Britain - Europe and Multicultural Legacy |
Modern Britain - World Wars and Race Relations |
Modern Britain and the World Wars - Stretch |
Norman Impact |
Notting Hill |
Policing, Racism and the 1958 Notting Hill Riots |
Portobello Market |
Post-WWII Britain and Caribbean Migration to Notting Hill |
Post-War Britain and Notting Hill - Stretch |
Race Relations in Britain |
Race Relations, Europe and the Legacy of Empire - Stretch |
Racism and Policing in Notting Hill |
Racism, Activism and the Mangrove Nine - Stretch |
Reasons for Migration |
Scotland |
The Asian Trade |
The Atlantic Trade |
The British Economy |
The British Raj |
The British Raj and European Migration - Stretch |
The Impact of the Growing Empire Britain |
The Impact of the World Wars on Migration |
The Normans |
The Normans and Anglo-Saxon Resistance - Stretch |
The South Sea Bubble |
The Virginia Company and the Jamestown Colony |
Ulster Plantations and Highland Clearances |
Viking Conquest |
Viking Conquest and the Angevin Empire - Stretch |
Physics (18)
Assessment Title |
Electricity and Magnetism [GCSE Science Refresh] |
Electromotive Force and the Motor Effect - Higher Tier [GCSE Science Refresh] |
Electromotive Force and the Motor Effect [GCSE Science Refresh] |
Energy Transfer and Radiation [GCSE Science Refresh] |
Forces and Buoyancy [GCSE Science Refresh] |
Pressure in Fluids and Gases [GCSE Science Refresh] |
Pressure in Fluids: Upthrust and Buoyancy - Higher Tier [GCSE Science Refresh] |
Pressure in Fluids: Upthrust and Buoyancy [GCSE Science Refresh] |
Pressure in Solids and Density [GCSE Science Refresh] |
Pressure in Solids and the Action of Forces - Higher Tier [GCSE Science Refresh] |
Pressure in Solids and the Action of Forces [GCSE Science Refresh] |
Pressure, Density and Volume - Higher Tier [GCSE Science Refresh] |
Pressure, Density and Volume [GCSE Science Refresh] |
Pressure: Core Concepts and Solid Surfaces - Higher Tier [GCSE Science Refresh] |
Pressure: Core Concepts and Solid Surfaces [GCSE Science Refresh] |
Space Physics [GCSE Science Refresh] |
The Solar System and Black Body Radiation - Higher Tier [GCSE Science Refresh] |
The Solar System and Black Body Radiation [GCSE Science Refresh] |
Religious Studies (36)
Assessment Title |
Buddhist Ethical Teachings |
Buddhist Ethical Teachings - Stretch |
Buddhist Places of Worship |
Buddhist Places of Worship - Stretch |
Christian Attitudes to Forgiveness and the Death Penalty (Stretch) (excl. WJEC) |
Christian Attitudes to Forgiveness and the Death Penalty (excl. WJEC) |
Christian Attitudes to Good Bad and Crime (Stretch) (excl. WJEC) |
Christian Attitudes to Good, Bad and Crime (excl. WJEC) |
Christian Attitudes to Punishment (Stretch) (excl. WJEC) |
Christian Attitudes to Punishment (excl. WJEC) |
Christian Attitudes to Types of Crime (Stretch) (excl. WJEC) |
Christian Attitudes to Types of Crime (excl. WJEC) |
Christian and Buddhist Comparisons (Stretch) (excl. WJEC) |
Christian and Buddhist Comparisons (excl. WJEC) |
Christian and Muslim Comparisons (Stretch) (excl WJEC) |
Christian and Muslim Comparisons (excl. WJEC) |
Death Mourning and Festivals - Stretch |
Death, Mourning, and Festivals |
Mahayana Human Personality and Human Destiny |
Mahayana Human Personality and Human Destiny - Stretch |
Puja and Meditation |
Puja and Meditation - Stretch |
Retreats and Buddhist Ethical Practice |
Retreats and Buddhist Ethical Practice - Stretch |
The Death Penalty Debate (Stretch) (excl. WJEC) |
The Death Penalty Debate (excl. WJEC) |
The Dhamma and Dependent Arising |
The Dhamma and Dependent Arising - Stretch |
The Five Precepts and the Six Perfections |
The Five Precepts and the Six Perfections - Stretch |
The Four Noble Truths: Dukkha and Samudaya |
The Four Noble Truths: Dukkha and Samudaya (Stretch) |
The Four Noble Truths: Nirodha and Magga |
The Four Noble Truths: Nirodha and Magga (Stretch) |
The Life of the Buddha |
The Three Marks of Existence and the Five Aggregates |