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 …