Diversity and independent thinking key to English lessons

A DRIVE to broaden the material pupils read and help them think for themselves in an age of misinformation is at the heart of the English department at Longridge Towers School.

Unlike the state sector, where texts are often dictated centrally, Longridge English staff have scope to choose the material they wish to teach at KS3, and Head of English Andree Gettins and her colleagues have used that freedom to add more challenging material in recent times to the curriculum.

That includes teaching full texts of Shakespeare plays and a blend of traditional and new fiction, as well as a variety of non-fiction material as part of a push to bring in more diverse texts and writers.

“We’re looking at books with more diverse characters,” explained Mrs Gettins. “So, the pupils are not just reading a middle-aged white male view of the world that has perhaps dictated school literature for many decades, but learning also from more female protagonists, more female writers and more writers from diverse ethnic backgrounds as well.”

Form three pupils are now studying I Am Malala, for example, Malala Yousafzai’s memoir of standing up for girls’ education in Pakistan. This has sparked wide-ranging pupil discussion on such topics as children’s and women’s rights, and the importance of education, to varying religious beliefs and culture, empathy and the importance of having good role models.

Mrs Gettins said: “We work with the pupils and ask what they think of the choices and the topics, because it helps if they understand them and are enthusiastic. As we begin our third year of teaching this particular autobiography, our last pupil survey reported that 95% of our pupils loved it as a set text, so that helps us understand their thinking.”

A safe haven at the heart of the school

Reading for pleasure is given space to flourish at Longridge, with many pupils given dedicated time in the library each week, which is an investment of curriculum time many schools struggle to make.

“That alone improves cognitive performance and literacy levels,” said Mrs Gettins, “and evidence shows that readers then perform better in public examinations. It is also important that children see themselves in the characters that they read about. Simply put, books create belonging, empathy, acceptance and respect for others.”

“Most of our pupils – at some point of their school day – visit the Longridge library: whether it is to borrow a book, use the unique space as a homework hub or find a quiet spot in which to simply chill between lessons. It’s a safe place for all our pupils and is a really positive hub for social, mental health and wellbeing, as well as academic study. I believe that our library is a jewel in the Longridge crown and is something we need to develop further moving forward.”

This dedicated focus on reading chimes with a national literacy drive. A ‘National Year of Reading’ was launched this year by the National Literacy Trust and the Department for Education under the banner ‘Go All In’, to tackle falling reading enjoyment and reconnect people of all ages with books.

Teaching pupils to question, not just accept

For Mrs Gettins, the choice of texts is about more than representation for its own sake. She wants pupils to grow into confident, independent thinkers rather than simply absorbing whatever view is put in front of them, whether from a textbook or a social media feed.

“All of our children, but our girls, particularly, need to know that we are moving away from a patriarchal society and all views are valued,” she said.

“We have chosen units within A-level Literature where pupils are encouraged to evaluate society and humanity and their place within it. We hope to develop independent thinkers who actively examine both sides of the story before making their own decisions.

“It’s not for us to tell our young people what to think. I believe our job as teachers is to give our pupils balance and perspective, and help them learn how to evaluate differing perspectives. As traditional methods of learning vie with social media content our school helps to promote independent thinking.”

Working hand in hand with parents

Mrs Gettins, who worked in law, publishing and local government before training as a teacher, has also taught in the state sector, and believes the partnership between school and home at Longridge is what sets it apart.

“One of the many wonderful things about working at Longridge is the buy-in of our parents. When we suggest that their children read certain books or articles, attend a lecture at Newcastle University (for example) or enjoy a theatre trip, we have that parental support. It feels like we are working in a partnership with our parents, which is fantastic and a privilege.

Mrs Gettins is confident her pupils are being given the tools to thrive well beyond the classroom. At the end of last term, English pupils worked on their own individual projects, on a topic of their choice, which introduced them to the discipline of independent study that they will need at university and in careers.

“It’s always a great way for our pupil to develop – they have to research their chosen topics, evaluate source material and then present to their peers – often the whole year group. Younger and less confident pupils are always supported as their build confidence and there is always that proud moment when they stand up and deliver competently.

“Last term some of our Form 1 pupils focused on inspirational women, for example, choosing books with female protagonists, women throughout history or members of their own family and friends who have inspired them in some way. These projects were then used to help pupils in KS3 and KS4 participate in our annual house public speaking competition which was a fantastic success. We’re seeing there future leaders, entrepreneurs, AI specialists, teachers, engineers or health care professionals, to name a few, grow confidence in speaking confidently and with passion. It was actually quite humbling to watch.

“I thoroughly enjoy teaching at Longridge, and the freedom we have to explore and develop the curriculum in a way that helps prepare our pupils for life after Longridge is a big part of that. I genuinely believe that this next generation is going to do great things.”