One of the greatest injustices of the British education system is that all students are assessed through writing. For many of my students, though they have excellent comprehension and often come up with thoughtful and interesting interpretations of texts, they struggle to communicate their ideas in writing. Equally, many students, when faced with vast quantities of text are turned off and disinterested in their learning. When teaching year 9 an anthology of extracts this year, one of my colleagues suggested that I ask them to produce a comic strip for William Blake’s poem, London. This worked really effectively. Students produced an image, supported with a quote for each stanza of the poem. Since then, I have flown with this idea, with students producing images for poems and extracts they have read, supporting these images with relevant quotes around the edges or on the image itself. For many students who struggle with reading and writing, this has been an excellent technique to get them to interpret a text and support ideas with relevant quotes from the text. Furthermore, it has allowed these students to excel by displaying their creativity and skills from another subject area. As well as using images to help students interpret text, I have also used images as a way of helping students to access a text. When studying Miss Havisham recently, students were given lots of images of Miss Havisham in her wedding dress, surrounded by dust laden and cob-webbed wedding paraphernalia. Before we had even read the text, students were able to identify that she had been a bride at some point in time and that she looked incredibly alone. Some guessed that she was a ghost and, although this was an incorrect interpretation, the idea of being haunted was then able to be explored in this next section of the lesson when we read the extract. Though I don’t necessarily agree with the notion that students are a particular type of learner (in fact, I believe all learners must have the ability to have all aspects and types of their learning improved and honed by their teacher), a variety of tasks definitely does improve the quality of learning in the classroom and certainly keeps the students engaged in their learning. See below for some of the beautiful images created by 9B2.