GCSE Revision: comparing texts

We did this lesson this morning. Fuelled by last-day tiredness, meaning I was searching for something more creative, and also because that class is feeling a little burned about the amount of revision ahead (particularly as they have just complete d revision essay based on last year’s text, and feel like they don’t remember much!) It was so simple, fun, and awesome. They wrote the name of every character they’ve studied on a piece of paper. From Jane Eyre, Lord of the Flies, Much Ado About Nothing, and the Love and Relationships poetry cluster – a recall exercise which had …

Ten tips for A-Level Literature students

Read the set texts Ok, so this is THE most obvious statement. But it’s also the absolutely most important thing. First time through, read it quickly. If it’s a novel, try to get it read in a week or so. Read it as a reader. Then, when you’ve finished, write a quick response to it. Don’t worry about being academic here, but think about what you remember about it, your first impressions on finishing, the characters and ideas of it. Read all the set texts. Get the list in advance and read all of them – a large part of …

Lessons from examining AS Literature

  This year I examined the Modern Drama and Prose paper for OCR. Obviously as an examiner, I have to respect certain confidentiality etc so the following is not specific to actual candidates, but will reflect the way I approach my own class in September.  As this was the first time my department went with OCR, there’s also some reflection to do on the process as a teacher/curriculum leader. As it ended up quite a length post, here’s a summary: Understand the way the mark-scheme is applied, shading the answer with assessment objectives. Answer the whole Balance seen/unseen texts, and …

Creating readers – or literary critics?

While writing this post on the importance of colour symbolism, I was writing about the ways we often expect students to implicitly understand the symbolism in literature, and I wrote the sentence: “it’s part of our job as literary critics to figure out whether that choice is important.” I almost edited it to write “as readers”, but then decided it crystallised a few things for me that I’d been thinking about. One was the ongoing debate about how to create great readers, and the other was something that had stuck in my head from reading the research of model texts …

Why colour matters: symbolism in literature

Towards the end of the summer term, I was teaching a lesson on “Your Shoes”, leading to monologue writing – it’s a nice one, usually provokes interest and some creative responses. But this time, one girl in particular was very frustrated by the shoe imagery and ended up exclaiming “how am I supposed to know that white means innocence?” It got me thinking about the use of literary symbols – what I’ve started thinking of as a literary shorthand – and the way that I often take for granted that students will see some of them. Not all, of course, …

Beyond Levels assessment – our model for KS3

Assessment beyond levels – our approach Every teacher reading this pretty much knows the score with why this is a thing, so I won’t go into it again. Following Monday’s #engchatuk, I thought I’d share our model. Our working party involved all subjects, and we rolled the model out across all department areas in September 2015 – all using the same, thank god! – but I’m only going to cover the English implementation. If any other subject does want a look, I’ll happily provide details. It’s coming to the end of the first year now. Depth of understanding This is …