English literature has a reputation for being a difficult subject. This means that many students will be preparing for their GCSE literature exams with more trepidation than for their English language exams.

In some ways, students are right to be worried, says Jennifer Webb, an experienced English teacher, senior leader and author of How to Teach English Literature: overcoming cultural poverty.

Not only is English literature “an incredibly challenging discipline”, she explains – speaking on this month’s episode of the Tes English teaching podcast – but the new GCSE English literature specification has raised the bar even higher. Students are now expected to sit several hours of closed-book exams on a much narrower list of set texts.

So what can English teachers do to help their students remember everything they need to know for the exam and make sure that they are prepared to write confidently under exam conditions? 

Quick read: GCSE English: Quick tips from an exams expert

Quick listen: GCSEs 2019: How metacognition can help pupils perform better

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Find the key dates and exam timetables for the 2019 GCSEs

Webb believes that some of the approaches English teachers used to rely on are no longer fit for purpose, and that it is time for a rethink.

Better approaches to GCSE English literature

“We need to let go of [the idea that] GCSE literature writing looks like PEE and 45-minute timed essays,” she argues. Instead: “We need to embed really strong academic writing styles with all of our students.”

To do this, Webb advises, teachers should focus on teaching the high-level vocabulary and structural points that will support students to write more effective essays in their exams.

However, these skills need to be built up over time, she adds – something that most GCSE teachers simply don't have at this point in the year. Because of this, retrieval practice becomes crucial.

“We don’t have a lot of time, therefore every single minute in the classroom is precious,” she says, adding that it is important for teachers to find ways to “ring-fence time for retrieval practice in every lesson”.

Repetition and high expectations are a key part of this strategy, she explains.

“I have trained routines. When I say ‘stop’, it is quick recall. Students just stop and do it straight away.”

Retrieval practice is particularly important, Webb suggests, to help students to effectively recall information during closed-book exams.

“The key thing is that everything should be done from memory. If students have just got a revision guide that they are copying, there is no challenge. If your brain isn’t being challenged it isn’t learning anything of value,” she says.

In the podcast, Jennifer gives more practical advice on how we can encourage our students to achieve well in the GCSE exams, but also to engage with literature on a deeper level.

Listen for more…

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Jamie Thom is an English teacher at Cramlington Learning Village. His book A Quiet Education will be published in November 2019. He tweets @teachgratitude1