TRW 2021 | 71 responses to unusual imagery or style; they love playing with word association. Ideally, of course, schools will be developing a map of learning from KS1, so that a poem like this builds upon prior experiences and immersions in challenging texts. Then fascination, rather than fear, becomes the tone of your classroom talk. An entitlement for all A rich curriculum is an entitlement for all; its acquisition stimulates a world of wonder, power, confidence building and exploration which can be constructed socially and sifted creatively. So yes, you can simply tell pupils that ‘fire was in my head’ might imply excitement – but instead, why not ask them in groups to compile a chart with the word ‘fire’ in the middle and all kinds of symbolism associated with it written quickly around the outside? Then you can take Bob Cox is the award winning author of the ‘Opening Doors’ series, published by Crown House ( trwBobCox3) feedback and teach explicitly about connotation after the responses have been heard. You may be interested in an organisation called ‘Let’s Think’ that will take strategies for response further; you can find out more about its approaches and beliefs at . I have kept to a discussion of just four lines to give this article a clear focus, but in fact, this ‘zoom in’ approach is getting encouraging results in schools as part of step-by step methods to understanding new knowledge generally. The memory banks do not get flooded and all learners are nurtured on the journey. There is time to digest, reflect, retrieve information from previous stages and enjoy. Primarily, though, to enrich pupils’ knowledge, and elicit profound responses, a complex text is needed – one which supports the journey from surface features to depth, and brings out the wonders of literature for you as well as for your class. And this teaching of quality texts is in turn leading schools to a place where children are producing astonishingly high quality writing of their own – as you can see if you take a look at our online library of pupils’ work in response to challenging texts, at . TH I NK I NG L I T ERACY FREE TEACHING MODULE To access a teaching module, ‘Symbol Source’, from Leah Crawford (part of the Opening Doors series of resources) based on The Song of Wandering Aengus by W.B. Yeats and including the whole poem and analysis, see . Illustration © Vicky Cox