Writing about the significance of gender roles at GCSE Understanding the significance of context and then embedding relevant aspects of it within a response is something that is very difficult to teach, […]
Here are FIVE key things to try… It always seems to make sense to read a text before analysing and exploring the way that a writer has chosen to structure it and […]
I am in the process of writing an Ancient Greek Myths scheme of work for Year 7 (which I will share when complete) and have been writing down the mythological allusions I […]
Sequencing teaching carefully is very important in supporting our students’ memory and ensuring that we are embedding knowledge of context that will ultimately support any new learning that they do. Here is […]
Including observations on how contexts shape the meanings that students observe in the language, structure and form of the texts they study is often difficult to teach. The temptation to ask students […]
There has been lots of chatter and tweeting about students memorising quotations and contextual information for the new 100% closed book exams. It is a challenge to ask students to go away […]
Having noted fairly quickly that AQA’s ‘Power and Conflict’ anthology features half as many female poets as it does male and that many of the texts available not only showcase the suppression […]
Now that exams are fast approaching, taking a structured approach to revision can be very beneficial: …Followed by, a great revision activity I’ve used recently: directed questioning. Students have the poem in […]
Stevenson uses structure and narrative throughout the story specifically to build tension. It’s important to remember that a narrator may be part of the story (like Mr Utterson) or a non-participant, someone […]
In my opinion, it is absolutely vital to teach the unseen alongside the anthology for AQA’s English Literature, Paper 2, Section C because essentially, it is testing students on a skill. To […]
