Sequencing the curriculum: Shakespeare

Reading Time: 6 minutes In a series of posts I’m going to explore the way our curriculum currently works including the rationales behind it. Our curriculum model is our progress model. Context: I work in a high performing, academically selective girls school with a comprehensive sixth form intake. The last four years we’ve seen a significant shift in intake towards an area of high deprivation, higher numbers of ethnic minority students, and higher numbers of students with additional needs. The English department teaches Media and Drama tk GCSE, but we don’t have allocated discrete lessons for these subjects at KS3. The outline: Year 7: The …

“Be a lady” – the contradictory messages girls get every day

Reading Time: 2 minutes This video from Girls, Girls, Girls magazine is pretty powerful: There’s some discussion about the magazine promoting it and whether it’s genuinely a change of direction, but I think the message of conflicting messages is a powerful one – and the debate about whether the magazine itself is promoting or challenging only intensifies that conflict. I start my book, The Lost Girls, with this quotation from Caitlin Moran: “When a woman says, ‘I have nothing to wear!’, what she really means is, ‘There’s nothing here for who I’m supposed to be today” — Caitlin Moran, How To Be a Woman. …