Obviously, this is an ironic representation. I much prefer white wine!*
Next week my year 13 class sit their first literature exam – two short analytical essays on Hamlet, and a comparison of A Doll’s House and Christina Rossetti poetry. For the first time in long while – perhaps ever – I have not run any one to one sessions or taught any additional after school revision classes. My students have not written hundreds of essays, or emailed me constantly in my holidays with questions or additional work to mark.
And yet, by Jove, I think they are ready.
Obviously, time will tell, and I am aware of the hubris I am inviting by publicly asserting my confidence in their readiness. It may well be that Kris will underperform, or that Rose will not fulfil her potential. In either eventuality, however, I don’t think I will feel any regret about my teaching or the approach that I have taken. They are all ready; I don’t think there is anything more I could have done!
Things have not always been this way, though, and I have not always felt quite so calm at this time of year. There are probably two reasons why I am feeling sanguine. The first is experience. This is my 13th A2 class and with each passing year, I become a little less caught up in exam season frenzy. I care a great deal about my students, but I care much more about my own children. I do what I can with the time I have available, which has decreased since I have become a dad and get more tired.
The second, arguably more significant reason for my relative confidence is, believe it or not, down to the linear nature of the new examinations, and, in particular, our school’s decision not to bother with any interim AS exams. For maybe the first time in my career – I had two year 11 classes, a year 12 class and a year 13 group in my NQT year! – I have been able to teach the curriculum properly and with fidelity to the principles of how students learn best.
Most years I pick up exam classes and have the (dubious) pleasure of preparing students for exams in only a few months’ time. There are usually stacks of poems to learn and lots of coursework to get through. What I believe about student learning goes out the window, in favour of short-term performance wins. Even with year 12, I am often unable to teach like a research champion because of the reductive nature of unit assessment.
Last year, I wrote of the joy I was experiencing with the greater freedoms afforded by linearity, and this has only continued since. I have been able to properly embed a range of strategies and for once feel like, along with the reduction in the number of texts on the syllabus, there is enough time to properly explore texts, as well as get meaningfully into contextual factors, different theatrical interpretations and theoretical approaches.
Take Hamlet. Under the previous modular system, in one term there would only be enough time to read the text together once as a class, simultaneously trying to get to grips with characters, events and emerging themes, whilst also analysing key passages and relating ideas to contextual details. Talk about cognitive overload.
This time, and with my present year 12 class too, I have been able to read the play multiple times and got to watch several different interpretations. On each sweep, I have been able to focus on particular things: character, plot and basic ideas first time round; close analysis of key scenes the next; wider interpretations and theoretical readings in later readings. We finished the course at Easter, and have been revisiting ever since.
Spacing and Interleaving
As well as being able to return to the texts multiple times, the new linear A level has provided opportunities to space out readings and interleave them with other content. So, for example, after reading Hamlet for plot and character, we were able to study some Rossetti poems and make a start on the coursework. Returning to each set text – with frequent quizzing in between – seems to have strengthened student understanding.
Without the pressure of rushing through lots of content – or worse, missing out swathes – there has been time to build in systematic quizzing. At the start of every lesson I am able to test students on their knowledge and understanding, creating regular retrieval practice as well as opportunities for valuable formative assessment. Crucially, I have had the time to address any misconceptions and explain things again if necessary.
By far the biggest impact the new two-year A Level has had on my teaching is the time it has provided for developing the quality of students’ writing. For quite a while now, I have been delaying getting students to write. Long gone are the days of reading a couple of scenes or a few chapters and then manufacturing an exam-style exam just so students get to do an essay. It’s a written subject, so there must be lots of extended writing, right?
Actually, no. As the experience of the last few years has shown me – particularly with my current cohort – endless essay writing does not maketh the literature student. What it does maketh is a mountain of substandard work for the downtrodden teacher who has to then dutifully mark it, often to little or no avail. Whilst there were in year 12, I hardly set my students any essays, focusing instead on developing their knowledge base and engaging in deliberate practice of specific sentence types, such as thesis statements.
Only in the last few months have my class been writing whole essays. What has struck me is how quickly their essays have developed. Usually, it would be quite a while before I would see an uplift in style, argument and depth of analysis, but this year, my students have made much more progress much more quickly. I genuinely think that knowing more about the texts has increased their confidence and allowed them to articulate themselves more coherently. The depth of their arguments is noticeable.
I don’t want to overplay things. I am certainly not suggesting my students will get extraordinary results because of anything extraordinary that I have done. Some will do very well; some will do as expected; others may end up disappointed. ‘Twas ever thus.
What I think, and hope, is different this time, is that my students will have got their results without having to complete endless mock examinations, come back every week after school for weeks on end, or knock out an unrealistic amount of essays. I also think that a lot more of what they have learnt will last beyond the exam, which I am not sure I can say, hand on heart, has always been the case.
More than anything, though, the changes to specification and linearity have meant that I have been able to teach in such a way that is efficient and sustainable, for my students and for me. Much of their success will come down to how well they have applied themselves and, of course, to how well things go on the day itself. This things are largely beyond my control, and whilst I will naturally be disappointed for any that underachieve, I will not have any regrets about how well I have prepared them.
I have done my best for other people’s children, without having had to sacrifice valuable time with my own.
This is what teaching should be like for all teachers, whether parents or not.
* image taken from: http://www.altonivel.com.mx/42105-13-personajes-que-no-debes-contratar/