Tag Archives: education

Discussing Politics in School and Beyond

Hello!

Two posts in 48 hours – guess I’m feeling inspired!

It’s just a short post, but I imagine that a lot of schools and workplaces (in the UK, and further afield), and any other places where people congregate, will be concerned about the outcome of the UK’s General Election, and I just wanted to write a little post on it.

I sincerely hope that people do not abuse each other for whichever way somebody they know voted. In terms of school pupils and sixth form/college students, those under the age of 18 may feel frustrated if the party they would have voted for, if they could have, did not win, and even young children may worry about the result, and what effect it will have, too. Young people may also worry about what others will say about how their older, eligible family members voted.

Ideally, people (across ages) should be able to have conversations with each other about the result of the General Election, without worry about potential repercussions in their relationships if they differ in opinion. For surely it’s an opportunity to learn about others’ points of view?

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As always, I’d love to know what you think about this, please: is there anything you would like to comment upon?

Thank you for reading,

Jessica

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One Year

Hi there!

A year ago today, I started this blog. I’ve written fifteen posts (with multiple planned and draft posts – I really need to finish those!) since then, on a variety of topics related to education in some way. This isn’t a lot, compared to what some fantastic bloggers  do, but I’m proud that I managed to write them anyways. It’s been an interesting year:

  • I made a Twitter account for my blog, which allowed me to connect with some interesting bloggers and educators. It always surprises and excites me when somebody comments on my blog, or keeps up-to-date with me via my blog/ Twitter/ Facebook page, or replies to or re-tweets one of my tweets. I appreciate it. Tweets and Twitter chats always prove thought-provoking, and help me to consider what I might do as a teacher.

 

  • I started to consider postgraduate options other than going straight to do a PGCE after I finish final year. I still want to complete teacher training, but I have been thinking about whether I want to do an MA in English or an MA in TESOL before, or after, I’ve gained QTS. It doesn’t help that I get enthusiastic about a lot of different things, and a conversation at a Postgraduate Open Day I attended (there will be a blog about Open Days to come!) left me wondering about doing a PhD, for the second time in my life.

 

So what’s coming up? Well, apart from blog posts, I turn twenty next month, and in two months’ time I will finish my second year of University!  I’ll also be choosing my modules (classes) for third year, discussing my dissertation idea(s), and writing my personal statement for post-graduate courses. Exciting and nerve-wracking times.

Have a great day!

Jessica

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Are you celebrating a milestone in blogging, or a milestone in education? I’d love to hear from you!

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Mental Health Awareness

Hello!

I’m very sorry for my protracted absence.  ‘What have you been doing?’ you ask? Well I have been working away at University (I just received official confirmation of my semester one results yesterday, which make me happy), keeping up with family and friends, reading, learning a bit more Turkish (though I must confess I learn more how to sing Turkish songs than I do my basic words, but I did recently learn how to say ‘great’ (‘harika’) and ‘congratulations’ (‘tebrikler’)) and more! I’ve also recently signed up to a short online course, which excites me. I have essays due in the not-so distant future, and revision to do for an exam in the Summer, so I’m going to be very busy. That won’t completely stop me from blogging though! I just need to manage my time well.

Without further ado, I shall now give you a short blog post:

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Did you know that today, the 3rd of March, is University Mental Health Awareness Day in the UK? This post will not just be directed at  University students though – it’s directed at anybody and everybody. Your mental health is extremely important, and should be treated as such.

If you’re having worrying thoughts or changes in mood, I highly recommend that you talk to at least one of the following people:

  • A family member/ carer
  • A friend
  • Your doctor
  • Support staff at your school/ sixth form/ college/ University/ workplace
  • A colleague/ manager
  • Your personal tutor at school/ sixth form/ college/ University
  • Your Programme Leader (at University)
  • Your Student Representative (at University, though a similar thing exists in schools as a school buddy).
  • The Samaritans

There is such a wealth of support, and these people should be willing to help you, even if it’s to direct you onto a more suitable person. You have nothing to feel ashamed or embarrassed about, although I understand it is easy to feel that way. If one of these people dismisses your issue, please don’t be disheartened. They just might not know how to respond correctly. Instead, talk to somebody else.

But how should one respond, ideally? This is something we need to learn how to do, if we don’t already naturally do it. We need to be patient, attentive, and unassuming. This means listening to the person, not rushing them, and not putting words in their mouths. In fact, talking might not be the method somebody wants to use to initially communicate a problem to you. They may want to write it down, or even draw a picture instead. What should then happen, is that you direct the person onto somebody more suitable e.g. a support staff member or a doctor. If you don’t know who to direct them to, it’s okay to ask somebody, ‘If you’re having a personal issue, who do you go to?’

Always remember this: personal issues do not define you, or any person. There are many inspiring, good people with fantastic aspirations who struggle – they just need some extra support to help them.

__________________

Jessica

P.S. – The end of this month will mark one year since I set up this blog, so you can expect a post on the one-year date too, and maybe another post for good measure!

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Filed under Education, PSHE

New Year’s Resolutions

Hello!

I hope you are all doing well, and have enjoyed the festive break.

2015 has been a tumultuous year. For me, some of the major education-related points have been:

  • I started this blog nine months ago
  • I passed my first year of University
  • I completed a leadership course
  • I met some amazing people, in real life, and through social media (education chats on Twitter are wonderful).

Since we are now at the end of the year, some of you might be making New Year’s resolutions. I thought to share mine on here with you, as they all relate in some way to education or aspirations:

1). Keep maintaining work/ life balance.

A resolution I made for 2015, that will be ever important for my health.

2). Organise work experience.

Another resolution I made for 2015, and one that is necessary if I am to apply for teacher training. I have already done some work experience in schools, but I need to do more (and I love it).

3). Organise a mental health awareness event.

I started making plans for this with some friends at University, and I am determined that we get this done in 2016. We need understanding about mental health (and a variety of other issues).

4). Wear my inspirational necklace every day.

Now, this might seem a bit of a strange resolution, but my parents bought me a beautiful necklace that reminds me to never give up on my dreams. So, in wearing that, there will be at least one positive reminder every day.

5). Keep learning Turkish.

As you may know, I started learning Turkish in the Summer, and I intend to keep learning it. Currently, I listen to Turkish music more often than I actively learn the language, but I received a wonderful Turkish phrasebook/ dictionary at Christmas, which is bound to keep me ever-fascinated.

6). Write my personal statement for teacher training applications.

It is very exciting, and scary, to think that I will be applying for teacher training this year. I look forward to completing this resolution!

7). Keep blogging on education.

Of course! I intend to blog here for many years to come. I’ve met some wonderful educators through it (and through its social media).

8). Do the ‘Thank You/ I Love…’ post on Facebook every week.

This is separate to my blog, but on my personal Facebook a few week ago I decided to start writing a ‘Thank you/ I love…’ status every week, just to show appreciation to the people in my life, and spread some positivity. Everybody deserves recognition.

9). Learn about different faiths, cultures, and languages.

I’ve always been curious about the way people lead their lives, and I like to learn and be open-minded. I will apply for a TESOL (Teaching English to Speakers of Other Languages) course, and when I decided this, I thought to myself, ‘You know, if you’re going to teach the English language, wouldn’t it be interesting if you learnt at least a few words/ phrases of the non-English languages that the people you know speak?’

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That’s my New Year’s resolutions. What are yours? I look forward to hearing from you, and I hope you have an amazing 2016!

Jessica

 

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Equality and Diversity

Hello!

I have finished my first semester of second year studying BA English at University, and how fascinating a time it was. It is quite astounding that I am halfway through my degree now… I have three essays to write over Christmas, and I am going to read ahead for next semester, in addition to numerous other things, but you will also be seeing me here more, hopefully!

Tonight, I wanted to write a short post on an issue I hold strong beliefs about: equality and diversity.

I have always had an interest in learning about, or observing, the way other people lead their lives. Not in a pesky or overbearing way, but just a simple curiosity, because I like to understand people. For example, in my secondary school they created a multi-faith room (whilst I was doing my A-Levels in their Sixth Form) and it was, to me, the most beautiful room in the whole place. It was wonderful to know that those who were religious could practice their religion there, as well as any other place they ordinarily attended. The room was also open to those who were not religious. This room of respect was, and is, rather inspirational.

Another source of inspiration was my holiday this summer, where I found hearing calls to prayer and the Turkish language beautiful. Once I returned from my holiday, I started to research CELTA (Certificate in English Language Teaching to Adults) and TESOL (Teaching English to Speakers of Other Languages) courses. Why? I researched these courses because I am sure it can be overwhelming, and alienating, for people who go to a country where the primary language used is English and they do not know it well. I want to be one of the people who help stop the alienation. (I might even try to learn some words and/ or phrases of some of the other languages I am sure to come across in my future career, because why should I not try? I will create an atmosphere of positivity, of acceptance, in whatever way I can.)

This aspiration applies to so many other areas too, areas that should not cause us to make assumptions about other people:

  • race
  • age
  • sexuality
  • religion
  • language
  • social status
  • culture
  • education
  • disability
  • family history, etc.

Such a statement is very optimistic, given how many opinions and assumptions we hear/ read every day, but I believe in it. Everybody is an individual, and deserve to be treated as such. We need to try to discover somebody for themselves, and not who we think they may be.

These values of equality and toleration are just two values I hope to promote when I become a teacher, amongst my students, my colleagues, and other people I know (though I already do it).

We need to care for each other, because we are all human.

______________________________

Jessica

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Filed under Career Planning, Education, Languages, Personal, PSHE, Religious Education

Can/ Should Holidays be Learning Opportunities?

Hello,

I have finally returned to blogging – hooray! I’m sorry for the absence, it’s been a busy few months, but as things are starting to wind down this term now, I should hopefully be able to blog more.

Today, I thought I would blog on a debate that has often raged in education: can, or should, holidays be opportunities to learn? In my opinion, I agree that yes, holidays can be opportunities to learn, though whether they should be depends upon what sort of learning is being advocated.

Of course, revising for exams and reading material to keep up-to-speed with classes is important if you’re a student; and learning about new mark schemes, syllabi, and methods of teaching is important if you’re a teacher. What isn’t constructive though is when you ‘breeze’ through these tasks, i.e. you do them to get them done, not really caring if you can only recall bits of information here and there. That sort of approach is likely to make you feel disaffected, and maybe even stress you out when it comes to the time where you have to draw on your knowledge, because you tell yourself (consciously or sub-consciously) your task is going to be boring. You might ‘breeze’ because you want to relax, which is perfectly understandable, but it won’t help your learning or relaxation in the long-run.

On the other hand, what if you do the work straight away/ quickly, because you’re excited by it? That’s great, you’re more likely to learn something, but maybe take some time to review it later. If you leave it for six weeks, you might forget some things, and it might make it harder to get back into the ‘flow’ of term-time. I remember how, after the summer holidays, me and some of my classmates (in primary and secondary school) would comment on how our handwriting felt a lot slower than it did before the holidays, because we didn’t write at speed in the holidays as we did in class. It would take some time to get used to it again!

The above concerns what I call formal learning. Now, I’m going to relate a personal experience of formal and informal learning on holiday. As you may know, I visited Turkey in the Summer for a holiday, and I took fiction and poetry books for University with me. Now, I’m not advocating that you take work on holiday with you for formal learning, but I did because:

1). It would be near the end of August when I came home, and I didn’t want to be stressing about trying to get lots of reading done in advance for University starting in mid-September.

2). I’m a Literature student, and I love reading! So, my reading would be both entertainment, and helpful preparation (how very reminiscent of a Horatian phrase…).

I ‘relaxed’ too though: I went swimming in the pool, I went out into the town, etc. What really captivated my attention though was the Turkish language and culture. This was cue for me to start informally learning Turkish, which I found gloriously different to English, my first language.

I arrived home missing Turkey, and anticipating the next time I could visit. What have I done since then? Well…

1). I bought a Turkish language textbook with CD in order to learn the language to an intermediate level (it was the highest level I could find, though I would like to become fluent).

2). I started listening to Turkish music. I love it, and try to listen to some every day. I even sang a bit of a song to my friends in the library one time, which rather amused them.

3). I have researched a little bit into Turkish culture and history.

4). Looked up how to make lavash (balloon bread). One of my friends also told me there’s a Turkish restaurant not far from where I live either – I cannot explain how much I want to go. Perhaps I can practice my Turkish there?!

5). Became extremely excited when I found out that, in one of my modules at University, I would be studying Lady Mary Wortley Montagu’s Turkish Embassy Letters from the 18th century. We only looked at two of the letters, but I intend to read them all over the Christmas holiday for fun. Yes, really – fun. I started looking for other Turkish literature too.

6). Researched TESOL (Teaching English to Speakers of Other Languages) courses. I was so inspired by learning Turkish on holiday, that I thought, ‘Hey, wouldn’t it be great if you could help people speak English, in addition to teaching literature?’

Basically, my holiday kick-started a complete fascination with a country’s customs, culture, language, food, and history. I didn’t set out to learn, and I never expected my holiday to ignite such curiosity (though I am an inquisitive person, so perhaps I should have expected this of myself).

Therefore, I conclude that holidays can be learning opportunities, opening your mind up to things you never previously considered. Learning should always be encouraged, though in what form, how much, and when it takes place, all depends on the needs and desires of the individual concerned.

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Now I want to hear from you, please: where do you stand on the debate? Do you have any experiences where you have learnt inadvertently?

I look forward to reading your responses!

Jessica

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A New Academic Year!

Hello!

I’m sorry for the lack of blog posts during August and the beginning of September. ‘What have you been doing?’, you may cry. Well…

  • I was writing a blog post about a Teaching and Learning conference I attended in July, but I wasn’t sure how much to put into it. It started becoming essay-length, and I thought ‘Is that really effective for a blog post? Should I break it up into two parts, or is that redundant giving you would be posting them consecutively? People don’t want to get bored reading, and you don’t want them to miss the detail of this inspiring event.’ So I mused, and I meant to take my notes for it on holiday to finish it off. Once I was on holiday, I thought, ‘I’ll finish my blog post’, and then I realised I had forgotten my notes – bad blogger! I did have advanced reading for University though (yes, I took books to read for class on holiday with me)…
  • In early August, I spent a good deal of time promoting my blog posts about A-Level Results Day on Facebook and Twitter. I was determined to help as many students as I could, and some lovely people helped me spread the word – a massive thank you to them!
  • I went on holiday to Turkey. This was my first time visiting Turkey, and I was truly amazed by it: the people were friendly, and the culture was fascinating (at different points of the day, I could hear the call to prayers, which was wonderful to hear). I also started learning Turkish for fun, because I found the language so intriguing. I’m determined to become fluent, and I can’t express the excitement I felt when my language book arrived through the post!
  • I’ve been getting ahead on reading for University. I didn’t have to, but now I feel so prepared, which hopefully makes for some less stressful weeks in the first semester.
  • I’m a Student Representative for my course, and in July I asked my fellow students what I was doing well, and what I could do better for them. The people who replied left me some really lovely comments, and as a result of that conversation I’m organising at least a couple of things, including a fundraising event next week!
  • Generally supporting people, including my friends and new students to the University.
  • Joining in education chats on Twitter, which is rather fun and inspiring!
  • Planning blog posts
  • I did a four-day leadership course through my University from the 7th-10th of September. This was truly inspiring as well (it even involved a visit to a primary school), and it made me realise something: I don’t want to be a teacher anymore, I need to be, in order to help future students. In combination with my holiday in Turkey, my teaching aspirations also expanded, and I want to undertake a TESOL (Teaching English to Speakers of Other Languages) course. I’m not sure which course to do, though two lovely people gave me advice, and when to do it, but the goal is there!

So that’s what I’ve been doing. I start the second year of my undergraduate English course tomorrow, which makes me so excited! I will finish the Teaching and Learning conference blog post and publish it by the end of next week – hopefully, I will do the conference justice!

What have you been up to this Summer? Are you starting a new academic year, or have you already started? Leave a comment below, and I will reply as soon as I can.

I hope you all have an amazing week!

Jessica

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I’ve just realised I’ve had this blog for 6 months now. Here is to many more months (and years) of blogging on ‘Teaching Aspirations’!

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A Friendship Between the Sciences and the Arts?

Hello,

As you may know, I study English at University. I study it because it is one of my favourite subjects, but when I was originally looking for University courses I looked for Physics courses, because I love that subject too. This has struck people as rather unusual in the past, and it might strike you the same, but I love those subjects (I was so happy to find a book about Science and Literature a few weeks ago), and I find they cross over in some respects. Now some of you that just read that last clause may think, ‘Nope, you can’t mix Science and Art. They’re too different. At school I hated Science, but I loved Art as I got to be creative, etc.’ Well I want to explain to you my view: Science is as much of an Art, as Art is as much of a Science.

The Sciences are stereotypically seen as the logical, ‘cold’ subjects where you use lots of numbers, formulae and experiments, and the Arts are seen as free, imaginative and emotionally ‘warm’. I challenge these stereotypes. Yes, of course you use numbers and experiments in the Sciences, but does it not take imagination to come up with a scientific theory? Do you not need the ability to write concisely yet eloquently, a skill practiced in the subject of English? Alternatively, let us consider English and Art: indeed, both are very creative subjects, but do they not require planning, logicality and expertise? Can they not be reviewed with a critical, ‘cold’ eye?

I have come across both students and teachers who say they love one subject and hate the other, and that is perfectly okay, as it would be a shame if people did not express their opinions. What I find sad though is that maybe nobody said to them, ‘Why do we not look at this subject you “hate” in a way you understand or prefer, so that maybe you could enjoy it a little too?’

That being said, there is a secondary school Science teacher, Rob Wilkinson, who uses some of his original art in his work. You can check out his work over on the Facebook page, ‘Rob Wilkinson Art’.

He creates some pretty cool images, doesn’t he? I think they are very visually striking, and creations such as those in the ‘School worksheets, pen & ink.’ album might be fun aids to help students learn and recall information, and even inspire them (please do not use any images without the artist’s permission, otherwise it would be copyright infringement). What I also love about them is that they make a deliberate link between Art and Science – hopefully the students will be able to realise how wonderfully the two disciplines can work in co-operation, and start to make more links between them.

This hope is something I want to realise when I become a teacher, so that maybe students can learn to enjoy both, and as a result do better in both (even if they still prefer one over the other). We need to develop a friendship between the Sciences and the Arts for the love of learning. A friendship can exist, but nothing will come to fruition if we do not try to help it do so. ______________________________________________________

What do you think about the divide between the Arts and Sciences? Were/ Are you a student who greatly preferred one discipline over the other? Let me know what you think, I would love to hear from you.

Have a nice day,

Jessica

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Filed under Art and Design, Education, English, Personal, Science

What Could I Do When I Have My Results? Advice for Further Education Students

Hello,

You may have seen my previous post ‘A Short Guide to Results Day and Clearing (a Video Blog)‘. This post is a second part to it, though it is not a video blog this time. Today, I thought I would give further education (examples: A Level, BTEC, Scottish Higher) students some advice on what they could do when they receive their results. The routes are organised into specific categories:

Results better than expected/ wanted/ needed

  • Adjustment (University). If you are already planning to go to University, and you receive results that are better than you expected (well done!), you will highly likely (unless something went wrong) receive an unconditional offer from your first choice University.  This means you will be able to attend it in the new academic year. If you want to though, you can look at Adjustment. Adjustment is the process provided by UCAS, through which students who achieve better results than expected can keep their unconditional offer, but also have a look at other courses or Universities they may want to attend instead.

If you find a course or a University that you are interested in, then like Clearing, you ring the University in the hopes that you could obtain a verbal offer. If you receive any verbal offers, you may want to consider your decision carefully, and if you want to change your chosen University or course, you request to be released from your unconditional offer (you should be able to do this, check UCAS), and select the course and University who gave you a new verbal offer.

If you decide that you do not want to change University or course, then everything is okay, as you still have your original unconditional offer.

Good luck at University!

Results as expected/ wanted/ needed

Well done! You can do anything listed under ‘Any of the above outcomes’.

Results lower than expected/ wanted/ needed

Ah, I understand this situation. I hope you know that as long as you tried your best that is all that matters, and you can still be successful after this. It is okay to cry (remember to bring tissues with you on Results Day, and also somebody supportive if you want to), but let me just repeat a part of my last clause, to make sure you read it: you can still be successful. So what can you do?

  • Re-sit. This probably sounds like a horrible idea, but if you are so disappointed with your results, or your teachers or family members advise you to, you may want to consider re-sitting. There is no shame in re-sitting, as long as you try to learn where you went wrong (ask your college or sixth form whether they can request your paper/s back on your behalf for you to learn from your mistakes – you, or the school, will have to pay for these though), and try your best in the next academic year. Trying your best does not mean overworking though, as I overworked in my last year of A Level and that had a negative effect on me and, I believe, my results. If you are worried about your employability prospects, as I was when I received my results, talk to a careers advisor (or a teacher/ family member/ friend who understands this area).
  • Ask for a re-mark. If your result is close to the next grade boundary, you may want to think about getting a re-mark of your paper/s. If you do get a re-mark, your result may go up, stay the same, or even go down afterwards. It can be a difficult decision, and you or your school will have to pay for the re-mark, so talk about this option with your teachers (and your family too if you want).

Any of the above outcomes

No matter what happens, you can do any of the below:

  • Gap year. You might have already planned to do this, but if you feel too overwhelmed and do not know whether you want to go to University or get a steady job, you may want to consider taking a gap year. A gap year is a perfect opportunity to travel, to build up work experience, and to work out what path you want to take (though you can always follow a different path later in life, you are never resigned to one path). Just remember you want to be able to tell future employers what you did (productively) in your gap year, if you choose to take one.
  • Clearing (University). I went through this route, so I just want to re-assure you that by no means are you a ‘failure’ if you go to University via this method. I say a bit more about it in the video blog I mentioned at the beginning of this post, but basically Clearing is where you can find courses with vacancies at Universities across the country. The major difference, from applying to University earlier in the year, is that you must receive a verbal offer/ offers first, and then only select one course when you login to UCAS. When your choice is confirmed, you can get ready for University!
  • Job/ Apprenticeship. You might already have something lined up, or you might just decide after getting your results that you would like to find a job or an apprenticeship. Try not to worry too much if you think you are too late for an application – have a look on websites and in newspaper listings as soon as you can, if not straight away, with an idea of what sort of area you would like to work in/ what would be helpful to your career goals. If there is a careers advisor at your college or sixth form, it might be a good idea to talk to them – they should be able to help you efficiently. Make sure your CV is up-to-date, and good luck!
  • Celebrate. After you leave your sixth form or college, you students who received the results they wanted, or who received results that exceeded your expectations, might start thinking about where and how you are going to celebrate. If your results were lower than expected/ wanted, you might just want to go home and think about your options, or let yourself feel upset for a bit, but it might be good to go out and ‘celebrate’ with your family or friends. You probably think I mean that sarcastically, but I do not mean it so. My parents took me out for a meal to celebrate, because even though I was upset with my results, and they were upset for me, they were still proud of me (we had a meal when I received my GCSE results too, and they were higher than I had expected). Getting through further education is a major accomplishment, so well done (even if you do not believe it now)!

You may feel surprised at the number of options listed under ‘Any of the above outcomes’, and that is because I do not want to suggest a certain route for a student to follow. For instance, those who achieve highly may not want to go to University (even if they showed a prior interest, or are expected to by others), and those who do not achieve as well as they wanted to can go to University if they so wish (dependent upon the entry requirements of the university/ universities they are interested in attending). I want students to realise that there are so many options open to them.

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If you are a student, or a parent/ carer of a student, expecting their results, please feel free to share this post with other students. You may also want to make notes if you want to discuss the options with your family, your teachers or even your friends (I might have missed some options, but these are the ones I know of – please tell me if I am missing anything. A different website might take a different approach, and it is never bad to investigate other websites with something so important as results advice, as long as they are impartial).

Let me know if this post is helpful – I would love to hear from you. If you’re reading this before Results Day on Thursday 13th August in the UK, good luck!

Jessica

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Filed under Education, Results

A Gothic Fiction Playlist

A blog post I wrote for Spectral Visions. Hopefully, it could be used to inspire students t(or anybody) to read or compose Gothic fiction!

Spectral Visions

Jessica Cartner is a first year BA English student at the University of Sunderland. Her interests in the Gothic are monstrous and the humane, Romantic Gothic and Victorian Gothic.

Hello everyone,

My name is Jessica. The blog admin recently inspired me to create a Gothic fiction playlist, and they provided me with this opportunity to share it with you. The pieces are not ranked, though I tried to arrange their order to make your listening a little more interesting:

Wuthering Heights – Kate Bush

Perhaps a little predictable, but this 1979 number one hit was inspired by Emily Brontë’s Gothic novel of the same name. Bush’s vocals are innocent yet ghostly, and as you sing along, you may just feel like wandering around the Yorkshire moors…

Fade to Grey – Visage

With those budding synthesisers, ethereal French and English vocals, and hypnotic rhythm, this song will haunt you for many…

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