" Oh this learning, what a thing it is"- The Taming of the Shrew, Act 1 Scene 2
Problem: Students are not able to place texts within relevant social and historical contexts; In written work at KS3 to A level, students make vague and generalised comments when linking texts to their contextsStudents have little understanding of texts in the literary canon written during the C19th. How we’ve tried to fix it: In previous years, … Continue reading C19th Texts at KS3 Scheme Available!
"Done right, a talk is more powerful than anything in written form. Done right, a talk can electrify a room and transform an audience's world view. When we peer into a speaker's eyes; listen to the tone of her voice; sense her vulnerability, her intelligence, her passions, we are tapping into unconscious skills that have … Continue reading Give them Gumption! 5 Top Tips for Starting a School Debate Society
For the last week or so, I’ve been looking at honing students’ ability to have their own personal and critical stance on the themes in Macbeth. I’m fortunate enough to work in a school where students actively seek out revision guides and additional materials which support them in improving their knowledge of the text, but … Continue reading Teacher, Try Me No.6: Teaching the Concept of Masculinity in Macbeth to the More Able
I know it has been a while since the last update, but work has been progressing well with the garden office. I had to wait a little longer to build enough cash to be able to afford the external cladding- I had sampled a few (western red cedar and thermowood) and decided to go with … Continue reading Project 2019: Home Office Build Part 3
As a department, we teach the GCSE Modern Text in this final term. I have taught Animal Farm for some years now but have, at times, found it a challenge to teach students how to be more critical and conceptualised in their responses. With so many excellent revision resources out there, students often prioritise the … Continue reading How do I get them to be ‘critical’ and ‘conceptualised’? A few ways to get students thinking about the GCSE Modern Text
Having taken a hiatus from updating the blog (mainly due to being shed-busy), I decided a new page would be useful, especially for those people looking to add some of the interior detail to their own buildings. I'm pleased to say I'm currently writing this blog post IN the shed (now it has wi-fi and … Continue reading Project 2019: Home Office build Part 2
Photo by Tim Gouw on Pexels.com I've noticed quite a few nervous tweets in the last few weeks regarding teaching interviews and I thought it would be worth lending a hand. During this half term, we are usually in the midst of the main teacher transfer window and it's good to feel prepared for the … Continue reading Teaching interview heebie jeebies? 5 tips to help you prepare for a teaching interview
Having your own exercise book is a great way to keep all of your worked examples together (saw this from somebody @team_english1 -- sorry I don't know who, but thanks so much for sharing, whoever you are!) I've seen quite a few questions on Twitter recently about how visualisers can be used effectively in the … Continue reading Teacher, ‘Try Me’ No.4: 3 Tips for Using a Visualiser in the English classroom
Save time, produce high quality feedback and the students love it! In the week that the Schools Minister, Nick Gibb called for a ban on mobile phones in schools (not really wishing to open that can of worms, but the full debate is here!) , I discovered a brilliant website that helps teachers to give … Continue reading Teacher ‘Try Me’ No. 3: Qwiqr QR Feedback
As a centre, we try really hard to get students used to being able to research effectively and to be discerning when looking at critical views. For our AQA A Level English Literature Non Exam Assessment, we teach all critical viewpoints in the critical anthology (Marxism, Feminism, Post Colonialism etc) and let them loose in … Continue reading A Level English Teacher, ‘Try Me’ No.2: Introducing research skills for AQA Lit NEA
