GCSE – a more chaotic approach to medium term planning

This term, I’ve approached my Y10 English class slightly differently. Traditionally, we’ve done what the majority of English departments (I think) do: half-termly unit blocks on Shakespeare / modern novel / poetry etc. An assessment at the end of each half-term. Teaching the old spec, we interspersed the language paper simply because we found it so dull we couldn’t face a full half-term of it. Reading a lot in the last year about memory, interleaving learning and so on, I decided to take a slightly different experimental approach. I’d teach it all at once. Essentially, returning to learning regularly is …

How to memorise quotes for English Literature exams

Download this post as a pdf Go through your exercise book and gather quotes It’s the best revision resource you have! Look back through your notes and essays. Make a list of the quotes you’ve used often – there’s a reason you keep coming back to them. Little and often Choose five or six at a time to work on. Trying to memorize too many will be difficult and you’re likely to get them mixed up. You won’t be able to learn 100 quotes in an afternoon – so start early, choose your list, and work through them gradually. Keep …

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 …