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\n| Contents | Page |\n| --- | --- |\n| About this resource | 4 |\n| Follow on pathways | 5 |\n| Confidence checks | 8 |\n| Planning for the future | 10 |\n\nAbout this resource  \nWe know that your time is limited, so we’ve designed this resource to make it easy for you to share what you’ve learned from our virtual community event.  \nThis resource will enable you to deliver your own CPD session for your colleagues and it includes activities and resources linked to the virtual community topics to:  \n• remind you of the topics covered during the event so you can brief colleagues or run a similar session with your team  \n• provide follow on activities and discussion areas for you and your team so the content can betaken further and applied or embedded in your school or college.  \nResources available  \n• A copy of the PowerPoint from the meeting with notes for the presenter.  \n• Follow on pathways showing the topics covered during the meeting and ways to develop them.  \n• A pre and post meeting confidence check questionnaire to benchmark confidence of colleagues around the topic of your session.  \nWe hope this gives you the opportunity to make the most of the time you invested in attending the event.  \nFollow on pathways  \nThis section takes topics, discussion or activities from the virtual communities meeting and provides suggestions of areas for development and follow on activities you can do with your colleagues.  \nActivity 1  \nDispelling myths about poetry  \nDiscussion points:  \n• How do your students feel about the poetry element of the Literature qualification?  \n• How confident do you feel in delivering the poetry element of the qualification?  \n• What fears or misconceptions do you think the students have about the poetry element?  \n• What do you understand about the term ‘ideas-based approach’ to poetry?  \n• What methods do we use to engage students in the anthology poetry?  \nActivity 2  \nHelping to shift mindsets  \nDiscussion points:  \n• Why is it pertinent to consider ideas before methods when studying poetry?  \n• Are students given enough opportunity to react to, wonder at, explore and link the poems studied at GCSE?  \n• How could we maximise the opportunities for students to react, wonder, explore and link?  \n• What is AO3?  \n• How could ‘big ideas’ be a more useful term than ‘historical context’?  \n• How do we build student confidence around poetry and the ideas the poems contain?  \nActivity 3  \nTeaching the poetry cluster  \nDiscussion point – sharing ideas and views from other delegates  \n• Consideration of how the poetry cluster is taught (single / whole unit vs drop-feeding intermittently throughout the course) .  \n• How are poems linked with the other texts taught at GCSE?  \n• Sharing of ideas that have worked well elsewhere.  \nActivity 4  \nLinks to prior learning  \nCurriculum mapping  \n• Big Issue:  \no Where does the curriculum offer opportunities for links to be made between ideas and textsand between English Language and English Literature?  \no Where could more links be developed?  \no How do the KS3 and KS4 curriculums links to allow students to build on prior learning?  \no Where does our curriculum allow students time to learn and understand key ideas, and to build confidence in exploring these?  \nActivity 5  \nEngaging with poetry  \nExample activity  \n• How can art be used to help students engage with poetry?  \n• Example activity: Caspar David Friedrich, Wanderer Above the Sea of Fog  \no What do you notice in the image?  \n􀂃 Think about colours and placement; what tone is being portrayed?  \n􀂃 Where does your focus lie?  \no How does the image make you feel?  \no Look specifically at the figure, what do you notice?  \no Is the art realistic?  \n􀂃 Do you notice any motifs or symbolism?  \n􀂃 What ideas do you think are being presented?  \no Why do you think things are being depicted in this way?  \no How can this be linked to the text 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