Frankenstein: Key Quotations by Theme

Frankenstein: Key Quotations by Theme

Nature and Settings “these sublime and magnificent scenes afforded” “the thunder burst with frightful loudness from various quarters”, “I never beheld anything so utterly destroyed” Ch.2 “my eyes were insensible to the charms of nature”, “I did not watch the blossom or the expanding leaves” Ch.4 “a divine spring; and the season contributed greatly to [...]

Never Let Me Go: Key Quotations by Theme

Never Let Me Go: Key Quotations by Theme

Settings “A car was a rarity. And the sight of one in the distance was sometimes enough to cause bedlam during a class” p34 “Miss Emily…we probably recognised that it was her presence, intimidating thought it was, that made us feel so safe at Hailsham.” P39 “Normal people outside” p69 “One of the boys asked [...]

Protected: Miss Dunn’s GCSE English Of Mice and Men

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Protected: Miss Dunn’s GCSE English Modern Drama Coursework

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Protected: Miss Dunn’s Year 13 English Literature

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World Book Day: What we are planning

World Book Day: What we are planning

World Book Day is an exciting time of year, when teachers have settled comfortably into the routine of the year and new classes but before the pressure ramps up with summer exams. It is an opportunity to let your creativity out and let your bookishness reign. Our school included in their calendar this year a [...]

To Kill a Mockingbird: Themes of Education

To Kill a Mockingbird: Themes of Education

Back to To Kill a Mockingbird: Novel Study   Life Lessons and Values: “Until you climb into his skin” “It’s ugly but those are the facts of life” p.  contrast with Miss Caroline’s “Pre-ju-dice” p. and satirizes the educational system. “Well, it’d be sort of like shootin’ a mockingbird wouldn’t it?” p. 304 Atticus’ parenting [...]

What beginning to learn Arabic has taught me about teaching ‘English as a Second Language’

What beginning to learn Arabic has taught me about teaching ‘English as a Second Language’

Our school is wonderfully tight-knit which comes from the small through-school qualities and has fostered more primary/secondary collaborations than I had experienced in the UK. As an English teacher, my day-to-day teaching was greatly affected by the change in cohort comparably: my previous UK schools were in deprived areas with predominantly white working-class families with [...]