Spotlight on Practice

Spotlight on Practice: Fiona Pow

Fiona’s thoughtful and intentional approach to pedagogy is a beautiful example of what it means to teach with both heart and expertise. Her classroom is a space where students feel safe, seen and intellectually stretched. It is a place where deep learning is nurtured through care, clarity and curiosity.

At the heart of Fiona’s practice is a deep belief in the power of collaboration. In the English classroom, collaboration is more than a strategy it’s a way of thinking and learning together. It allows students to explore diverse perspectives, challenge assumptions and build shared understanding. In Fiona’s lessons, this was gently and purposefully cultivated. Students leaned into each other’s thinking, asked thoughtful questions and co-constructed meaning in ways that were both rigorous and respectful.

Fiona’s lesson design reflected a deep understanding of how students learn best. Learning intentions were clear and purposeful and visible thinking routines helped students express and refine their ideas. Collaborative discussions were scaffolded with care, creating a space where students felt confident to take intellectual risks. This approach echoes the work of Ron Ritchhart and colleagues, who remind us that making thinking visible is key to building a culture of learning.

Fiona also invited students to consider broader authorial choices in their analysis of Persepolis, building on their already strong grasp of visual techniques. Rather than beginning with the finer details, students were encouraged to “start big and go small” which helped them understand how these larger structural devices contribute to the text’s overall coherence and impact. By foregrounding these elements, students were better equipped to appreciate how textual integrity is achieved and how meaning is shaped through deliberate authorial design.

What made this learning experience even more powerful was the strength of the relationships Fiona has built with her students. Students shared their thinking openly, knowing their voices mattered. This kind of relational foundation is what allows deep, authentic learning to take place.

In a follow up revision lesson, Fiona continued to support her students with a series of carefully designed strategies, delivered through a station rotation model. Each station was crafted to build confidence, activate prior knowledge and foster collaboration.

At one station, students used the marking criteria to assess a sample essay, justifying their evaluations and deepening their understanding of what quality writing looks like. Another station focused on the metacognitive process of analysing unseen texts, encouraging students to reflect on how they approach new material and make meaning. A third station helped students break down exam questions, demystifying the language of assessment and empowering them to respond with clarity and purpose. Finally, students worked together to analyse unseen texts, sharing insights and building on each other’s interpretations.

These strategies not only prepared students for assessment, but they also honoured their thinking, supported their growth and reminded them that learning is something we do best together. In a subject that thrives on interpretation, voice and connection, collaboration isn’t just helpful, it’s essential. It transforms the English classroom into a vibrant community of readers, writers and thinkers.

It was an absolute joy to witness this practice. Fiona’s work is a testament to what’s possible when thoughtful design, strong relationships and a deep commitment to student learning come together.

– Amy Murphy
Director of Professional Practice