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Just a Flashcard and a Visualiser: An English Lesson

I’ve used this lesson a few times now for different classes and texts and it always works well. It is super simple and low prep so I thought I would share. Here’s what you need to prepare in advance: 1. A set of mini flashcards or PPT slide with a selection of key images/quotations from... Continue Reading →

Making What How Why Invisible: How to Introduce WHW to Students

Last week, I was fortunate enough to present to a group of PGCE students about some of the key ideas underpinning What How Why. It was a great session and really very fun, with the group asking some really excellent questions about WHW and how we might use it. The future of English teaching is... Continue Reading →

Atomic Post: Analysing Enjambment and Alliteration

Students often like to write about enjambment and alliteration, likely because they’re very easy to identify, but they rarely do so well. Often points about these two poetic strategies might align to something related to flow, making the reader want to read on, or the alliteration of ‘a’ somehow and inexplicably mimicking something that the... Continue Reading →

Brief Notes on the Concept of Solastalgia

Earlier today I was reading, or rather listening, to Rob MacFarlane’s excellent book Underland when I came across a fasctaining concept that I wanted to share, and that I think will have a lot of mileage with various GCSE and A Level texts.  The concept is that of ‘solastalgia’, which, as MacFarlane outlines, comes from... Continue Reading →

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